DOCUMENT RESUME ED 118 738 · ED 118 738 TITLE INSTITUTION SPONS AGENCY PUB DATE GRANT NOTE AVAILABLE FROM EDRS PRICE DESCRIPTORS DOCUMENT RESUME 95 CE 005 293 Orientation to Public

ED 118 738

TITLE

INSTITUTION

SPONS AGENCY

PUB DATEGRANTNOTE

AVAILABLE FROM

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

95 CE 005 293

Orientation to Public Service Occupations. CurriculumGuide.California State Dept. of Education, Sacramento. Div.of Vocational Education.Bureau of Occupational and Adult Education (DHEW/OE),Washington, D.C. Div. of Research and Demonstration.Jun 75OEG-0-71-4780(357)425p.; For related documents, see CE 005 294-299;Revised Edition of ED 079 552Superintendent of Documents, U.S. Government PrintingOffice, Washington, D.C. 20402 (Stock No.017-080-01431-9; No price given)

MF-$0.83 HC-$22.09 Plus Postage*Career Education; Career Ladders; CareerOpportunities; Community Services; Course Content;*Curriculum Guides; Employment Qualifications;Government Employees; Human Services; InstructionalMaterials; Learning Activities; OccupationalClusters; *Occupational Information; *OrientationMaterials; *Public Service Occupations; SecondaryEducation; Tests

ABSTRACTPrepared as a tool for implementing a career

education program, the guide is designed to help high school studentsand teachers explore career options available in the public servicesfield. The eight major occupational groups covered in units are: (1)

government agency management, (2) social and economic services, (3)

educational services, (4) resources management, (5) rural, urban, andcommunity development, (6) public safety, corrections, and judicalservices, (7) regulatory services and records, and (8) transportationservices. Sections of each unit contain information on the nature ofthe occupational groups, the types of work performed, thequalifications and preparation needed, the activities engaged in,career ladders, and employment prospects. Each section includesappropriate instructional objectives, content, student learningactivities, teacher activities to facilitate management of learningsituations, and a list of instructional resources. Appended are: alisting of resource suppliers and 98 pages of suggested multiplechoice evaluation questions. Prepared as master copies forduplication, pre- and post-tests are provided for each section ofeach unit with answers included. (Author/MS)

Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes everyeffort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects thequality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made fromthe original.

7_1 Orientation to

1Public Service

OccupationsLi

APR 2 1 1976

2

U.S. DEPARTMENT OP HEALTH,EDUCATION WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS SEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Orientation to

Public ServiceOccupations

by:

California State Departmentof Education

Vocational Education SectionProgram Planning.UnitSacramento, California 95814

in accordance with:

U.S. Office of EducationBureau of Occupational and

Adult EducationDivision of Research and

DemonstrationCurriculum Development BranchGrant No. 0EG-0-71.4780 (357)

June, 1975

3

This document is one of a series of curriculumguides dealing with the Public Service Occupa-tions career cluster. The titles of all individuallyavailable documents in this series appear below:

Exploration of Public Service OccupationsOrientation to Public Service OccupationsPreparing for Public Service Occupations

Common Core

Preparing for Public Service OccupationsEducational Services

Preparing for Public Service OccupationsLaw Enforcement Services

Preparing for Public Service OccupationsSocial Services

Administering Public Service OccupationsAn Implementation Guide

i

The project presented or reported herein was performed pursuant to a Grant from theU.S. Office of Education, Department of Health, Education, and Welfare. However, theopinions expressed herein do not necessarily reflect the position or policy of the U.S.Office of Education, and no official endorsement by the U.S. Office of Education shouldbe inferred.

Developed pursuant to grant No. OEG-0-71-4780by the California State Department of Education

Vocational-Technical Education Curriculum LaboratorySacramento, California

Funded by the U.S. Office of Education underPart I - Curriculum Development in Vocational and Technical Education

Vocational Education Amendments of 1968,Public Law 90-576

1975

Discrimination Prohibited Title VI of the Civil Rights Act of 1964 states: "No person inthe United States, shall, on the ground of race, color, or national origin, be excluded fromparticipation in, be denied the benefits of, or be subjected to discrimination under anyprogram or activity receiving federal financial assistance." Therefore, theVocational andTechnical Education program, like all other programs or activities receiving financialassistance from the Department of Health, Education, and Welfare, must be operated incompliance with this law.

11

4,

5

FOREWORD

This Curriculum Guide, Orientation to Public Service Occupations, is one of aseries developed to assist those involved in implementing career educationprograms concerned with Public Service occupations.

The Public Service Occupations Curriculum Project staff, in conjunction witha group of nationally prominent persons with expertise in local, state, andfederal government, as well as in secondary and post-secondary education, hasadopted the following definition for Public Service:

Public Service occupations are those occupations pursued by personsperforming the functions necessary to accomplish the mission oflocal, county, state, and federal government, excluding themilitary service and trades requiring an apprenticeship. Thesemissions reflect the services desired or needed by individualsand groups...and are performed through arrangements or organiza-tions established by society, normally on a nonprofit basis,and usually supported by tax revenues.

Examination of the major functions of government, consistent with this defini-tion, suggests its division into eight major occupational groups which reflectdiscrete governmental functions performed at federal, state, and local levels.This Guide is therefore divided into eight sections, representing these occu-pational groups. Each section is further subdivided into units of learning,containing the basic concepts and instructional materials recommended for theexploration of Public Service occupations at the high school level.

The subject matter is oriented toward teachers with minimal training orexperience in Public Service occupations exploration. Guidance for teachingthese materials is presented in the accompanying Implementation Guide.

Each unit contains instructional objectives, teacher information for coursecontent, and suggestions for teaching materials that would be helpful indeveloping the unit. Every unit also contains teacher and student activitiesthat will enable students to develop an understanding of the attitudes,

iii

values, and characteristics which pertain to many careers in public service.

The Orientation Guide materials can be taught as a separate course or infusedinto the regular program. They have proven effective in team teaching situa-tions. While most of the sections may be taught in social studies classes,included activities may also be incorporated in mathematics, language arts,physical education, and health classes.

The sections are presented in sequential order, although each is designed tostand alone as a separate body of knowledge. All of the information issuggested only, and should be adapted to meet local conditions and needs.

This document was prepared by the California State Department of Education,Vocational Education Section, Program Planning Unit, which was then under thedirection of E. David Graf. The major responsibility for the coordinationof this guide belongs to Helen M. Nespor, Ph.D., Curriculum Specialist,Public Service Occupations Curriculum Project.

A wide range of suggestions and approaches to the subject were received fromconsultants representing federal, state, and local governments; professionalassociations; state-level vocational-technical specialists; faculty members ofover eight colleges and universities; and several school districts. Whereverpossible, these suggestions were incorporated into the final document.

Since the resulting materials represent many opinions, no approval or endorse-ment of an institution, organization, agency, or person should be inferred.

Patrick J. Weagraff, Ed.D.Project Director

:iv

7

ACKNOWLEDGEMENTS

The completion of this career education guide depended upon the assistance andcooperation of over eight hundred persons. The California State Department ofEducation, Vocational Education Section, wishes to acknowledge in particularthe contributions of the following:

Mr. Alvin Beller, DirectorRegional Training CenterU.S. Civil Service CommissionSan Francisco, California

Mr. Victor BackstromInstructor

Jordan High SchoolLong Beach, California

Dr. William E. BurnsProfessor of EducationState University of New YorkCollege at Buffalo

Buffalo, New York

Dr. Ronald L. DetrickDirector of Vocational EducationLong Beach Unified School DistrictLong Beach, California

Dr. Nevin FrantzAssistant Professor of EducationUniversity of GeorgiaAthens, Georgia

8

Mr. Elmer GeorgeExecutive DirectorGeorgia Municipal AssociationAtlanta, Georgia

Mrs. Nancy GipsonPersonnel AnalystInternal Revenue CenterFresno, California

Dr. Edward HallbergProfessor of EducationCalifornia State UniversityLos Angeles, California

Mr. Alfred W. KochCurriculum CoordinatorRawlins Public SchoolsRawlins, Wyoming

Mr. Andrew S. KorimPublic Service SpecialistAmerican Association ofJunior Colleges

Washington, D.C.

Mr. Donald L. LeachLieutenant, California

Highway PatrolSacramento, California

Mr. James B. MayoCoordinator

Fremont-Newark RegionalOccupational Program

Fremont, California

Mr. Fred Miller, ChiefPublic Services InstitutePennsylvania State

Department of EducationHarrisburg, Pennsylvania

Dr. Thomas MorriseyProfessor of EducationState University of New York

College at BuffaloBuffalo, New York

vi

Mr. Arden NelsenManpower AdministrationU.S. Department of LaborWashington, D.C.

Dr. William Thomas

Dean, Educational Career ServicesUniversity of CaliforniaLos Angeles, California

Dr. James WykleEducational Program SpecialistU.S. Office of EducationWashington, D.C.

TABLE OF CONTENTS

Page

FOREWORD iii

ACKNOWLEDGMENTS

TABLE OF CONTENTS vii

SECTION 1 GOVERNMENTAL AGENCY MANAGEMENT 1

Unit 1 Nature of the Field 3

Unit 2 Governmental Agency Management 13

Unit 3 Basic Components of Governmental AgencyAdministration 18

Unit 4 Functions and Duties of Workers 28

Unit 5 Employment Qualifications 33

Unit 6 Employment Prospects 38

SECTION 2 SOCIAL AND ECONOMIC SERVICES 41

Unit 1 Nature of the Field 43

Unit 2 Early Influences on Social andEconomic Services in America 49

Unit 3 Contemporary Concepts Dominating theSocial and Economic Services 58

Unit 4 Governmental Attempts to Change SocialConditions 64

Unit 5 Functions and Duties of Workers 74

Unit 6 Profile and Recommended Qualificationsof Workers 78

Unit 7 Career Lattices and Employment Prospects 81

vii

io

SECTION 3 EDUCATIONAL SERVICES 85

Unit 1 Nature of the Field 87'1Unit 2 Basic Introduction to Educational Services 91Unit 3 Function and Duties of Workers 103Unit 4 Profile and Recommended Qualifications

of Workers 110Unit 5 Career,Lattices and Mobility 113Unit 6 Employment Prospects 117

SECTION 4 RESOURCES MANAGEMENT 121

Unit 1 Nature of the Field 123Unit 2 Exploration and Conservation of

Natural Resources 128Unit 3 Major National Resource Management Concepts 134Unit 4 Governmental Resource Management Organization 142Unit 5 Career Lattices and Mobility 149Unit 6 Manpower Needs in the 1970's 152

SECTION 5 RURAL, URBAN, AND COMMUNITY DEVELOPMENT 155

Unit 1 Nature of the Field 157Unit 2 Basic Concepts of Rural, Urban, and

Community Development 160Unit 3 Functions and Duties of Workers 167Unit 4 Recommended Qualifications of Workers 171Unit 5 Career Lattices and Job Mobility 175Unit 6 Employment Prospects 181

SECTION 6 PUBLIC SAFETY, CORRECTIONS, AND JUDICIAL SERVICES 187

Unit 1 Primary Functions of Public Safety,Corrections, and Judicial Services 189

Unit 2 Background, Organization, and Operations -

Public Safety, Corrections, and Judicial Services 193Unit 3 The Judicial System in America 201Unit 4 Functions and Duties of Workers and

Working Conditions 207Unit 5 Recommended Qualifications of Workers 215Unit 6 Career Lattices and Mobility 218Unit 7 Employment Prospects 225

viii

SECTION 7 REGULATORY SERVICES AND RECORDS 229

Unit 1 Nature of the FieldUnit 2 Regulatory Services and their FunctionsUnit 3 Functions and Duties of WorkersUnit 4 Recommended Qualifications of WorkersUnit 5 Career Lattices and Employment Prospects

SECTION 8 TRANSPORTATION SERVICES

Unit 1 Nature of the FieldUnit 2 Management, Organization, and Role

of Major Transportation AgenciesUnit 3 Functions and Duties of WorkersUnit 4 Qualifications, Career Lattices, and

Employment Prospects

APPENDIX A -

APPENDIX B -

INDEX

LISTING OF RESOURCE SUPPLIERS

SUGGESTED EVALUATION QUESTIONS FOR PRE- ANDPOST-TESTS

Section 1

Section 2Section 3Section 4Section 5Section 6Section 7Section 8

ix

12

231

234243251

256

263

265

271

283

289

295

311

315

327

341

353

365

377

391

401

409

LIST OF FIGURES

Figure Page

1 Relationship of Government Levels 4

2 Relationship of Occupational Groups 9

3 Typical Career Lattice - Social Welfare Workers 82

4 Typical Career Lattice - Community Organizations 82

5 Typical Career Lattice - Employment Service Workers 82

6 Typical Career Lattice - Schools 114

7 Typical Career Lattice - Libraries 115'

8 Typical Career Lattice - Museums 115

9 Typical Career Lattice - Community Action 177

10 Typical Career Lattice - Urban Renewal 177

11 Typical Career Lattice - Planning 178

12 Typical Career Lattice - Building Inspection 178

13 Typical Career Lattice - Planning and Drafting 179

14 Typical Career Lattice - Law Enforcement 219

15 Typical Career Lattice - Fire Protection 220

16 Typical Career Lattice - Courts 221

17 Typical Career Lattice - Correctional Institutions 222

x

13

Section 1

GOVERNMENTAL AGENCY MANAGEMENT

1

14

Here are the contents of Section 1 of the Orientation Curriculum Guide.We suggest you read it before you read the text.

UNIT 1 NATURE OF THE FIELD

INSTRUCTIONAL OBJECTIVES

CONTENT

Public Service Defined

Government JurisdictionFederal GovernmentState GovernmentLocal Government

Public Service Occupational GroupsMajor Job Families in Government

Agency Management

STUDENT LEARNING ACTIVITIES

TEACHER MANAGEMENT ACTIVITIES

RESOURCES

UNIT 2 GOVERNMENTAL AGENCY MANAGEMENT


CONTENT

Historical DevelopmentThe Process of Agency Management

Typical Management Objectives of aGovernmental Agency

General Management Activities



RESOURCES

UNIT 3 BASIC COM?ONENTS OF GOVERNMENTALAGENCY ADMINISTRATION


CONTENT

Fiscal ManagementContracts ManagementPersonnel ManagementPublic Information/Relations



RESOURCES

3

3

3

11

11

11

13

13

13

16

17

17

18

18

19

23

25

25

2

15

UNIT 4 FUNCTIONS AND DUTIES OF WORKERS


CONTENT

Managers in Government AgencyService

Job Families

Benefits for Government AgencyManagers



RESOURCES

UNIT 5 EMPLOYMENT QUALIFICATIONS


CONTENT

General ManagementFiscal ManagementContract ManagementPersonnel ManagementPublic Information



RESOURCES

UNIT 6 EMPLOYMENT PROSPECTS


CONTENT

Federal LevelState and Local Level



RESOURCES

28

28

28

31

31

31

33

33

33

36

37

38

38

38

38

39

40

40

Section

GOVERNMENTAL AGENCY

MANAGEMENT

Unit 1 Nature of the Field

INSTRUCTIONAL 1. Ability to define government (public services) in his own

OBJECTIVES words.

CONTENT

2. Ability to identify in writing two distinctions betweenfederal, state, and local government.

3. Ability to identify 6 of the 8 occupational groups in-volving government agency management.

4. Ability to name major trends related to government agencymanagement.

5. Ability to describe in one sentence the job families re-lated to government agency management: general, fiscal,contracts, personnel, and public information management.

Public Service Defined. Government or public service is thelargest employer in the United States. In 1968, there were12.2 million government jobs, employing one out of every fivepersons of the total work force. Governmental public serviceat the federal, state, and local level, is defined as "thoseoccupations pursued by persons performing the functions neces-sary to accomplish the mission of local, county, state, andfederal governments."

These functions reflect the services desired or needed by in-dividuals and groups, and are performed through arrangementsor organizations established by society, normally on a non-profit basis, and usually supported by tax revenues.

Government Jurisdiction. Public service has several jurisdic-tions. The federal government operates on the national level;

3

r 16

each of the fifty states are governmental entities; and withineach state are county, city, or other forms of government.

The federal government, like other jurisdictions, is the resultof people organized for the purpose of preserving peace, promot-ing security, and increasing the public good. As Figure 1 il-lustrates, governments in the United States appear figurativelyas a series of concentric circles with the federal governmentbeing in the outside circle, the state circle next, and thenlocal government (city and county) in the innermost circle:

Figure Z - Relationship of Governmental Levels

Federal Government. The United States government represents,serves, and protects the American people, both at home andabroad. Close to 2,500,000 civil service employees and otherworkers at home and abroad carry out the programs of the fed-eral.government. Although the government headquarters is sit-uated in the nation's capital in Washington, D.C., 90 out ofevery 100 employees work elsewhere in field service activity.

The United States government makes and enforces laws, collectstaxes, provides services for people, protects individuals andtheir property, and works for national and international secu-rity. The federal government borrows money and issues bonds;coins money and prints currency; establishes weights and mea-sures; issues patents and copyrights; controls immigration andemigration; naturalizes non-citizens; operates the postal

system; builds roads and highways; manages a social securitysystem; regulates agriculture, business, and labor; negotiateswith other governments; maintains the armed forces; and partic-ipates in international organizations to promote peace, health,and education.

The United States operates under a constitution which not onlyoutlines the jurisdiction of government, but also protects therights and liberties of the states and the people, under thethree branches of executive, legislative, and judicial.

Federal Executive Branch - The Executive Branch of the UnitedStates government consists of the Executive Office of the Pres-ident, the Executive Departments, and the independent agencies.

The Executive Office of the President includes the White HouseOffice, the Bureau of the Budget, the National Security Coun-cil, the Office of Emergency Planning, the Council of EconomicAdvisers, the Office of Science and Technology, the NationalAeronautics and Space Council, the Office of the Special Rep-resentative for Trade Negotiations, and the National Councilon the Arts, among other specialized groups.

These Executive Departments conduct the administration of thenational government: State; Treasury; Defense; Justice; In-terior; Agriculture; Commerce; Labor; and Health, Educationand Welfare. Generally, these departments are divided intobureaus, the bureaus into divisions, the divisions intobranches, the branches into sections, and the sections intounits. Most officials below the highest level serve undercivil service appointments.

Independent agencies developed with the growth of governmentregulation. They operate in the fields of aeronautics andspace, atomic energy, banking and finance, civil service, com-munications, farm credit, home finance, home loans, informationservices, interstate commerce, labor mediation and conciliation,labor relations, power, railroad retirement, science, securi-ties and exchange, selective service, small business, tariffs,trade, and veterans' affairs.

Administrators and directors 'head most of the independent agen-cies, while regulatory agencies are headed by several personsof equal rank, with one quite often designated as chairman.

RederaLlgrich - The Legislative Branch of theUnited States government includes Congress (the Senate andthe House of Representatives) and five agencies which provideadministrative duties: the Architect of the Capitol, theGeneral Accounting Office, the Government Printing Office, theLibrary of Congress, and the U.S. Botanic Garden. Congressmakes, repeals, and amends federal laws; levies federal taxes;

5

18

and appropriates funds for the government. Two Senators repre-sent each of the fifty states, and the House of Representativesconsists of 435 members, elected from areas based on population.

Federal judicial Branch - The Judicial Branch consists of theSupreme Court, some 90 federal district courts, and 11 federalcourts of appeals or circuit courts. Federal courts decidecases that involve the Constitution and federal laws.

State Governments. The United States constitution dividespowers between the federal and state governments, reservingsome powers, however, solely to the states.

State governments provide many services and regulate many ac-tivities for the people of a state. They maintain law andorder and enforce criminal law. They protect property rights,and regulate corporations. They supervise public education,including schools and state universities. They operate publicwelfare programs, build and maintain most highways, operatestate parks and forests, and regulate the use of state-ownedland. State governments have direct authority over the localgovernments of counties, cities, towns, townships, villages,and school districts.

State governments, like the federal government, also have thethree main branches of Executive, Legislative, and Judicial.Each state has a constitution which sets forth the principlesand framework of its government.

State Executive Branch - The governor of each state heads upits Executive Branch. He has the power to appoint, direct,and remove from office a number of state officials. He com-mands the state militia, grants pardons, directs the prepara-tion of state budgets, and works closely with the elected offi-cials of the state in developing and passing state legislation.Other state officials who (like the governor) are elected bythe people of a state, include a Lieutenant Governor, Secretaryof State, Treasurer, Attorney General, and, in half of the 50states, a Superintendent of Public Instruction. Departmentswithin the Executive Branch of a state include Education, Agri-culture, Labor, Health, Public Welfare, Business, Public Works,and Conservation, among others, although nomenclature may varyfrom state to state.

State Le iaative Branch - The Legislative Branch of a statepasses aws, levies taxes, approves of monies to be spent bythe state government, and amends the state constitution. Leg-islators are elected officials who serve either in the StateHouse of Representatives or the State Senate. The members ofthe House of Representatives are usually known as assemblymenand represent constituencies within counties. The members of

6

19

the Senate are known as senators; they represent divisions ofpopulation areas within a state.

State Judicial Branch - The Judicial Branch of a state settlesdisputes which come before them under various laws. There arelocal courts within cities and counties, Appellate Courts, and,finally, a State Supreme Court. Each state has general trialcourts. County and municipal courts include Probate, Juvenile,Domestic Relations, and Small Claims, and the Courts of Justiceof the Peace and police magistrates.

Local Governments. Local government includes counties, cities,boroughs, villages, townships, and towns, as well as schooldistricts and 'special districts. The state creates and haslegal control over all local governments. Forms of governmentin the some 90,000 local units vary from city to city and fromcounty to county. Many cities have a council and a mayor;others have a commission or city manager or elements of both.

Municipalities serve urban areas and have the power to providepolice and fire protection, street and traffic control, healthand welfare services, and other services necessary to maintaincommunity life. Townships usually serve rural areas and pro-vide many of the services performed by municipalities.

School districts consist of approximately one-half of all localgovernment units. They may encompass elementary schools,junior high schools, high schools, and community colleges.

Special districts, sometimes known as authorities, commissions,or boards, perform one or more functions in regard to such ar-eas as fire protection, soil conservation, drainage, parking,sanitation, and busing. Some districts manage highways, hos-pitals, libraries, parks, and playgrounds; while others buildand operate bridges, toll roads, seaports, airports, and pub-lic buildings.

Public Service Occupational Groups. All of the branches, de-partments, districts, authorities, etc. are headed or led byindividuals known as directors, department heads, or managers.Within each of the agencies, there may also be sub-units whichhave supervisors or managers. Some managers have general ad-ministrative capabilities and can provide leadership to a num-ber of different types of organizations, while others musthave special skills or knowledge in such areas as education,public health, engineering, recreation, or security (to nameonly a few fields), to appropriately direct a governmentalactivity. The management of government organizations has evenbecome an occupational field within public service.

7

20

General occupational groups within the public services on thefederal, state, and local levels may be divided into theseeight divisions:

1. Government agency management. The organizing and managingof the support service UFTEi-of government organizationsand units.

2. Social and Economic Services. Increasing opportunities forsocial and economic betterment among the disadvantaged,underemployed, and unemployed.

3. Educational Services. Development of individual compe-tencies and intellect3.

4. Resources management. Preserving, managing and restoringnatural and/or man-made environments within the publicdomain.

5. Rural, Urban, and Community Development. Planning andorganizing various elements for orderly community growth.

6. Public Safety, Corrections, and Judicial Services. Pro-

tecting human and property rights as well as resolvingrelated conflicts.

7. Regulatory Services and Records. Organizing and managingregulatory functions of local, state, and federal govern-mental agencies and organizations.

8. Transportation Management. Reducing the hazards and in-efficiencies of congestion in surface and air-passengercargo flow systems.

These occupational groups are further discussed within thisvolume, in sections numbered as above.

Major Job Families in Government Agency Management. The eightoccupational areas mentioned above all have administrative ormanagement units which can be identified.

Each agency has various management responsibilities. There isthe overall management of the agency, management of programs ordepartments within the agency, management of the financial as-pects of the organization, management of the agreements or con-tracts, management of the personnel activities, and managementof internal and external communications.

General management refers to the development and maintenanceof objectives for an agency or department and the coordinationof the organization or unit to meet the established objectives.

8

21

Fiscal management refers to the total management of budgets,revenue raising, fund accounting, and auditing.

Contract management includes contract bidding, administration,and procurement under contract specifications.

Personnel management refers to staffing, personnel recruitment,testing, and employee relations.

The fifth area is public information and relations, which in-cludes the determining of public need and offering informationfeedback, both inside and outside the government agency.

These five major job families within governmental agency man-agement constitute the administrating, budgeting, contracting,staffing, and informing persons for the public service occu-pational areas of social and economic services; educationalservices; resources management; rural, urban, and communitydevelopment; public safety, corrections, and judicial services;regulatory services and records; and transportation management.

In diagram form, as shown in Figure 2, these occupational areasand job families relate in the following manner:

k/ \oc:G EOCNCCU:A

(2- ,Cxottc110,

Re,,, SOt,

%.y., . eS m Q - P < S.4 () 0 4C nage eeS° % sr I

4;4 General t),, 1) 11-J Administration til A

Q15,5? 0 1 70 4.1 0,Zi cq c7 T. S.a C' f..00 o

4),.. Fiscalen 0 Contracts 0 oal -.

W en (/) C

PublicV1 Personnel Information/

Relations 0 0

?rt.() rbrieiCC t Oa:5°1141

eaq' -

vtidiCial Services

Figure 2 - Relationship of Occupational Groups

9

22

Trends in Public Service Management. Change is the rule inmanaging government agencies. Today the shifts and trends ofpublic life areas are as prevalent as the changes we'generallysee in our society. New technology has had a tremendous impact;from packaged foods to television, from purchasing goods withplastic money to travel to the Moon - the impact is signifi-cant on the management of agencies organized for public ser-vice.

The major shift in government agency management seems to be atransition from dominantly international concerns to those ofour cities and ghettos. Recent governmental success in theinternational arena allows us to be gradually redirected to thedomestic affairs of ecology, environment, housing, education,and transportation.

General Management Trends - In general management, the trendstoward organizational systems, computer data collection andtransmission, have brought greater respect for the special tal-ents, skills, and knowledge of personnel within an organization.

Fiscal Management Trends - A major trend in the fiscal area re-lates to fiscal accountability. Here a much closer tie existsbetween dollars allocated and the manner in which they arespent. Those involved in fiscal management are no longer di-vorced from program development or evaluation - each profes-sional must have a clear conception of the total fiscal processof a program from start to finish.

Contract Management Trends - While a trend of accountabilityemerges,it is occurring at a time of "belt tightening" through-out the nation. Management personnel today look beyond themere accounting of funds to methods by which the government canproperly and quickly respond to public needs within contractsalready allocated and confirmed.

Personnel Management Trends - Several new trends are presentlyfound in personnel management, one of which is the fact thatpublic service management careers are attracting more and morequalified personnel into more and more specialized fields. Thepersonnel management expert is becoming more specialized every-day.

There is also an increasing trend in the work of the govern-ment agency personnel manager toward the full range of humanneeds on the job. Job placement and salary are only two fac-tors in the myriad of work experiences and personnel variableswith which the personnel office must deal: environmental con-ditions, motivation, retraining, attitudinal change, humaninteraction, and other factors.

Another significant trend,involves the inclusion of more

10

23

STUDENT

LEARNINGACTIVITIES

TEACHERMANAGEMENTACTIVITIES

minority persons in the public service work force; still an-other trend deals with the inclusion of paraprofessionals asfull partners in public service careers.

Public Information Trends - In the area of public information,the fifth job family within government agency management, "whatgovernment is doing" has become critically important. Withhigh levels of information communication being provided by in-dustry and expected by the public, "what's going on in govern-ment" is also a public expectation. The public desires thatinformation about government shall be as close to them and aswell done as other information provided them on television orin the newspaper. Public information specialists are also ex-pected to be experts in research. Collection of data aboutgovernment and the use of such data in intelligent planning isa growing force in public service management.

o Write an essay comparing the public services on the fed-eral, state, and local levels.

O Define: public service, occupational areas, and jobfamily.

O Find, in the classified ads of the local newspaper, fourjob advertisements related to each of the five governmentagency management job families in federal, state, or localgovernment.

Select one of the five job families (general administration,fiscal, contracts, personnel, or public information) andcompare your personal work interests with information aboutthe job family selected on the federal, state, or localgovernmental level.

o Utilize five rotational groups to discuss aspects of eachgovernment agency management job family.

o Create a bulletin board for current events related to eachjob family.

o Duplicate job descriptions related to the chief officer ofthe five related job families and distribute to the class.

RESOURCES Dictionary of Occupational Titles, Department of Labor, U.S.Government Printing Office, 1965.

Occupational Outlook Handbook, Bureau of Labor Statistics,Bulletin 1650, U.S. Department of Labor. 1970-71.

11

24

Encyclopedia of Careers and Vocational Guidance, J. G.Ferguson Publishing Co., 1967.

Handbook of Job Facts, James M. Murphy, Science Research Asso-ciates, 1963.

You and the Next Decade, Adrian Alex; Paradis, McKay, 1965.

How You Can Get the Job You Want, Glenn L. Gardener, Harperand Pow, 1962.

Federal Government: Plan of Or anization, Coronet Films, (Film,color, min., purc ase , 1970.

New Career Opportunities, Popular Science, (Filmstrip, color,40 frames), 1964.

12

25

Unit 2 Governmental Agency Management

INSTRUCTIONAL 1. Ability to demonstrate some knowledge of the nature, impor-OBJECTIVES tance, and characteristics of organizational objectives.

2. Ability to demonstrate some knowledge of the relationshipbetween organizational, operational, and individual objec-tives.

CONTENT

3. Ability to identify the relationship of objectives withthe establishment of policies, procedures, rules, methods,and strategies.

4. Ability to describe the major tasks involved in governmentagency management.

5. Ability to describe the general activities and duties ofgovernment agency managers.

6. Ability to demonstrate effective application of principlesof supervision under simulated practice conditions.

Historical Development. Modern government agency managementbegan toward the end of the 19th century under the leadershipof Frederick W. Taylor, who was called the father of scientificmanagement. Taylor believed production or services could beincreased through better and more exact planning. "Scientific"methods were sought, and management tried to find the best wayto accomplish a task.

In the 1950's a new approach became popular. Management theo-rists attempted to use the findings and principles of 'behav-ioral science," (psychology, sociology, anthropology, econom-ics, etc.) to better explain and cope with the actions of in-dividuals within business organizations.

Most recently, with the advent of the computer and the develop-ment of new mathematical and statistical techniques, the "man-agement science" approach has gained considerable attention.This approach attempts to apply to behavioral science such rig-orous mathematical techniques as operations research for thedevelopment of techniques to assist government agency managersin decision making.

The Piocess of Agency Management. The job of most governmentagency managers can be divided into the five parts of planning,organizing, controlling, motivating, and communicating.

Planning involves evaluation of conditions in the now and inthe future (forecasting), then deciding how to take advantageof these known and anticipated conditions. Planning is themost creative of the government agencies manager's duties; inthis activity he must intelligently consider objectives, poli-cies, and strategies:

Objectives are the aims of an organization, giving pur-pose both to the organization and to the people employedin it. They must be challenging but realistic, so thatthey will motivate people to achieve them.

Success of the government is measured by the degree andextent to which its general objectives are achieved; thesuccess of the agency manager is measured by tt, extent

to which he achieves his specific assigned objectives.

Policies are guides for action for people within theorganization. They state the organization's positionon many important matters and express the manner inwhich the agency's objectives should be achieved. To

assure that, when ordinary decisions must be made, theywill be made the same way and the best way each time,management states in advance how commonly occurringproblems should be settled.

Strategies are plans that take into account the objec-tives and policies of the government agency. A typical

strategy might be that of an agency that expects theneed for its services to increase and, therefore, addsmore staff.

Organizing techniques are used by members of the agencies inorder to concentrate all the available human and physical re-sources upon the attainment of objectives. It involves, as itdoes in a team, the division of duties, and the assignment ofauthority and responsibility. The manager decides on the mem-bers of his "team," their positions, and their individual andgroup goals.

14

27

Good organization optimizes the efforts of everyone to achievegoals, and thus increases group output and effectiveness. It

takes advantage of the special capabilities and interests ofthe people in the agency. Organization changes as people arepromoted or retired, as new functions are created, as old func-tions lose importance, and in many other circumstances, all ofwhich make it necessary to continually reconsider the form oforganization to determine whether it is still focused on needsand goals.

Controlling is a process of determining through observation,measurement, reporting, and analysis, whether the agency iscarrying out operations according to plan, and if it is not,taking action that will make it do so. The control processinvolves:

Establishing standards, which may be stated in manyways, quantitatively or qualitatively;

Appraising performances to determine whether or notstandards are being achieved;

Correcting deviations. Deviations are recognized asthe result of information about how actual performancecompared with planned standards.

Motivating is the process of stimulating government agency per-sonnel to achieve given objectives of the organization.

Communications is a central part of the government agency man-agement process. It can be between equals, or directed towardsubordinates or to groups outside the agency.

T sical Mana ement Ob'ectives of a Governmental A enc . Thedevelopment and maintenance of organizationa an. operationalobjectives, their structured nature, and the closely relatedmanagerial functions of planning and control, are all necessarygoals in a government agency no matter what its overall mission.

The management of an agency requires not only an awareness ofgoal-setting, but knowledge of the functions and utilization oforganizing human, physical, and material resources; of estab-lishing and maintaining policy; of decision-making; of communi-cations; of identifying and analyzing issues and problems; ofevaluating and rewarding the efforts of employees; and of per-petuating the organization.

Objectives are carried out after carefully made plans have beendeveloped and tested, so that the planning function of the man-ager is significant. Problems must be resolved through manydifferent means and inputs. The various principles of manage-ment patterns of operation (planning, organizing, directing,

15

-,28

integrating, and controlling) must be applied on a daily ba-sis.

The chief administrator of a government agency must also over-see, or have combined in his own responsibilities, the jobs offiscal, contract, personnel, and public information and rela-tions management. Accordingly, the objectives of each of thesefunctions must contribute to the goals of the particular agen-cy.

A general manager of a department or governmental unit may alsobe responsible for the specific objectives and the operationalachievement of those objectives. He may have the responsibil-ity for some or all of the important areas of fiscal, contract,personnel, and public information and relations.

General Management Activities. Work activities in general man-agement involve planning to meet anticipated objectives, orga-nizing the staff and resources, meeting with representativesof other organizations and agencies on matters of common im-portance, and resolving issues and problems as they arise.

The responsibilities of budgeting, contract administration,personnel, and public information and relations may also entailthe preparation of financial informational documents; negoti-ating and developing contracts; publicizing, interviewing, em-ploying, and training personnel; and developing both internaland external public information and relations programs.

Managers need good verbal and writing skills. They need orga-nizational ability, and skill in placing personnel in thoseresponsible areas where they can best perform; good decision-making and problem-solving ability; accuracy in making calcu-lations; and an understanding of the functional principles ofmanagement in planning and operational activity.

Entry into general management requires the completion of aca-demic course work, and considerable experience in a specialtyfield within the public service arena. Education in law, busi-ness, economics, accounting, or public administration, as wellas the physical, biological, or social sciences, may be help-ful.

General management is a culmination of many developed skillsand exposures which indicate that an individual can handlea high level of responsibility.

STUDENT 0 Organize a panel of public service managers who combineLEARNING functions of fiscal, contracts, personnel, and public re-ACTIVITIES lations in their jobs.

16

2 a:-.

o Choose a public agency and write a report on those objec-tives and organizational structure which would be effectivefor it.

o Trace and report on how a plan might be developed to createa city agency to address the problems of pollution, rapidtransit, or low-income housing.

o Write job descriptions for a federal agency department head,a state agency manager, and a city police chief.

o Develop and report on the progressive steps, in educationand experience, that you should experience to be a generalpublic agency manager in a field of your choice.

TEACHER Provide a chart on the various functions which a managerMANAGEMENT must perform in a government agency setting.ACTIVITIES

o Assign the class reports which will familiarize studentswith different examples of government agency managementpoglitions.

o Have a class discussion on the differences between generalmanagement, fiscal management, contracts management, per-sonnel management, and public information management ingovernment agencies.

o Have students develop objectives for four different typesof government agencies.

RESOURCES Principles of Management, Harold Koontz and Cyril O'Donnell,McGraw-Hill, 1964.

The Management of Intelligence, Carl Gregory, McGraw-Hill,1967.

The Management of Organizations, Herbert G. Hicks, McGraw-Hill,1967.

Organization Theory, William Scott, Richard D. Irwin, Inc.,1966.

Management by Objectives, George S. Odiorne, Pitman, 1965.

How to Manage by Results, Dale McLonkey, American ManagementAssociation, 1965.

A Manager's Guide to Making Changes, Arnold S. Judsen, JohnWiley and Sons, 1966.

Administrative Action, Wm. H. Newman, Prentice-Hall, 1967.

17

36

Unit 3 Basic Components of Governmental AgencyAdministration

INSTRUCTIONAL 1. Ability to explain the purpose and contents of a governmentOBJECTIVES agency budget.

2. Ability to explain the responsibilities in the fiscal man-agement of a budget and the flow of monies and propertywithin a government entity.

3. Ability to discuss the similarities and differences betweenformal and informal contracts.

4. Ability to accurately describe the purposes and types ofgovernment contracts.

5. Ability to explain some of the factors in awarding con-tracts, formal competitive bidding, and informal negotia-tion.

6. Ability to display knowledge as to who in government makescontracts, when contracts are made, and why they are made.

7. Ability to explain the responsibilities of contract admin-istration within a government agency.

8. Ability to discuss the functions of employee relations andpersonnel administration as they relate to government agen-cy persohnel administration.

9. Ability to construct a typical governmental agency organi-zational chart depicting line and staff functions of anagency.

10. Ability to assess the types and kind of information needed,required, or desired by the public, about a selected gov-ernment agency.

18

CONTENT

11. Ability to identify the types of media available for agovernment public relations program and how they may be

utilized.

12. Ability to discuss the rights of people to informationabout their government.

13. Ability to recognize and explain the difference betweeninternal and external communication.

Fiscal Management. Government agencies exist for the publicwelfare. Accordingly, they must be supported by public fundsand accountable to that general public which supports them.Sound, honest, and accurate accounting is essential to antic-ipating budgetary needs, which are under the legislative con-trol of federal, state, or local public office holders.

The public and its elected representatives must know why anagency exists, and how much money, property, material, andhuman assets it takes to efficiently support the objectives ofthe agency. This is the responsibility of the fiscal manage-ment of an agency, which may include a chief fiscal officerand his staff in addition to the agency department head. Be-

sides regular reporting schedules to evaluate agencies, thoseresponsible for fiscal activity must be prepared, at any time,to make statements as to the financial health of an organiza-tion.

Most importantly, they must be aware of the mission of an agen-cy, its goals, and purposes. They must be cognizant of the com-plete scope of the agencies' programs. They must have estab-lished a system of accountability for all monies spent or obli-gated by the agency through their process of funds control.They must be familiar with the various formats of financialreporting, such as balance sheets, payroll forms, and the like.They must have developed efficient ways in which financial datainformation could be collected and translated into whateverforms or formats would be necessary at a given time.

In both budget preparation and financial accountability, fiscalmanagement must orient and familiarize operating officials atall levels in the development of their budgets and the record-ing of their expenditures, and also insure that their knowledgeand experience are incorporated in all appropriate fiscal mat-ters.

Not only should political consideration be understood in budgetdevelopment, but the various practices of governmental account-ing offices and their financial auditing and internal controlsmust also be taken into consideration.

19

? e

32

Fiscal management, then, stated simply, is insuring that thenecessary funds essential to accomplishing the agency's objec-tives are obtained and that they are properly expended.

Fiscal management involves planning for anticipated expendi-tures (budgeting) and insuring that expenditures are spentefficiently (accounting). It involves the principles of ac-counting, contracts, and statistical analysis to problemsof fiscal management, auditing, and the like. Typically,fiscal managers are proficient in devising accounting systemsand procedures; in appraising assets properties, and evalua-ting costing methods, budgetary programs, and monetary risksand rates; and in preparing statistical tabulations and dia-grams and financial reports, statements, and schedules for useby governmental officials.

In the federal government alone, of the 115,000 workers employ-ed in accounting and budgeting work, more than 30,000 are pro-fessional accountants and Internal Revenue agents. They areemployed throughout the government, particularly in the De-partment of Defense, the Treasury Department, and the GeneralAccounting office.

Contracts Management. Contracts are agreements between two ormore persons or agencies to do or not to do a particular thing.They are like treaties between countries. Such an obligationis made only by the will of the parties involved. All rulesabout the interpretation of contracts are based on the funda-mental principle of the plain intention of the contract. Con-tracts involve two distinct acts: making an offer, and accept-ing that offer.

Government agencies are involved in contracts of all types:contracts for services; production of goods and materials;jurisdictional agreements; purchase and sale of property, in-surance, health, etc.

Almost every governmental agency has agreements with otheragencies and with vendors and service organizations; agreementswhich vary from the repair of office machines to the supplyingof rockets for an engine which will carry astronauts to themoon.

Federal, state, and municipal laws require that certain typesof agreements always be made as contracts in order to protectthe public. Quite often, a government contract to build abridge, or to install a computer system, will be "put out tobid." This procedure enables other organizations or companiesto estimate costs and procedures necessary to achieve the ob-jectives of, for example, completing a bridge between twobodies of land, or developing a:computer system. When these

20

33

estimates are made, a "bid" is submitted to the appropriate

agency. The agency then decides which bid or proposal willbest achieve its purposes in the most fiscally efficient manner,and "awards" a contract.

Contract or project administrators are usually responsible forinsuring that all aspects of contractual agreements are ful-filled on a scheduled basis. They must be familiar with con-tract law and general governmental policies affecting govern-ment contracts. They must know about all types of contracts,the bidding process, and the political implications of govern-mental contracts. They must be familiar with proposals, grants,and systems of matching funds, among other techniques in con-tract administration.

Contract management and administration also involves the moni-toring and evaluation of ongoing contractual agreements.

Personnel Management. Personnel management is concerned withall factors in dealing with agency workers. The area is usu-ally divided into the two parts of employee relations and per-sonnel administration:

Employee Relations. An agency's dealings with theemployees as an organized group, generally as anassociation or union, may be divided into bargaining(negotiating) and settling grievances (disputes).

Bargaining consists of negotiations between repre-sentatives of agency management and the associationsor unions to determine the conditions of employmentrelative to such matters as hours, working conditions,vacations, seniority, and fringe benefits. Negotia-ting involves each side in attempts to gain the mostfavorable possible conditions for itself.

Frequently, complaints are made by union or manage-ment people concerning the actions of the other side.Therefore, most contracts specify a specific proce-dure to handle such problems.

Such disputes can arise as the result of many possi-ble reasons -- grievance by workers, disciplinaryaction by management, disagreements about contractinterpretation, failure to negotiate a contract --any one of which can result In some form of involve-ment by personnel managers.

Personnel Administration. Personnel administrationdeals with the procurement, development, and main-tenance of workers, and with wage and salary admin-istration. The "personnel department" is a staff

21,

or advisory group that helps the operating agencymanager by advising and counseling on good person-nel practices; supplying various personnel ser-vices; keeping adequate records and reports; andconducting training, safety, and service programs.

Personnel management involves the identification of people'sskills, attitudes, and knowledge, and their assimilation intothe needs of the organizational unit. It requires communica-tive skill, respect for the individual, and an awareness ofthe functional responsibilities of an organizational unit. Itinvolves such activities as recruitment; testing; job analysis;merit and salary regulation; training; placement and mainte-nance of employee records; provision of employee services;staff transfer, termination and retirement; and many otherimportant functions.

Personnel managers must be thoroughly familiar with the CivilService system on the level in which they are engaged. Theymust have knowledge of the various levels of entrance into andthe means of advancement within government agencies. They mustbe aware of merit systems and of personnel costs in relation-ship to total agency budgets, and familiar with all aspects ofmanpower, utilities, training, and development.

Public Information/Relations. The management function of pub-lic relations aims at molding and expressing the character ofan enterprise so that it earns public acceptance and respect.The day has passed when government can ignore public relations.Management must seek to interpret the nature and the aims of anagency, so that the community that controls or influences itsfate may recognize it as beneficial. Consequently, managementmust examine the desires, the needs, and the attitudes of thepublic to the extent that they can develop for the agency pol-icies and operations in the common interest of the enterpriseand of society.

Publicity is a major instrument of public relations. It isthe effort to interpret an agency, to the public in such a waythat the public may gain understanding of the nature of itswork and how it serves society.

Like leadership, good public relations is an art. It dealswith the minds of men. It seeks to know how men think, andhow they will react to the words and deeds of government. Yetthere are no exact yardsticks for predicting human attitudes.Agency management, like all human beings, must rely heavilyon its own social conscience and it must act so that it couldjustify its deeds before its own conscience and before theworld. Publicity should interpret the action of the business.Now else should people learn about the achievements and

offerings of an agency? But sometimes it may be good public

relations policy to keep silent and to avoid publicity. It is

often a question whether speaking up or keeping quiet will helpachieve the objectives of an agency.

As all other agency objectives, the attainment of a favorablepublic opinion must be sought by planned efforts. This re-quires a staff of people with a broad range of skills in thearea of public relations. In government, officials responsiblefor achieving such objectives are usually known as Public Infor-mation Managers, Directors, or Officers. They plan and conductpublic information programs designed to procure publicitythrough such media as newspapers, magazines, radio, and tele-vision. They select and assemble appropriate material. Quiteoften, they write feature articles, position papers, and othercommunicative documents. As the name connotes, Public Infor-mation officials inform the public.

Their work involves planning and conducting information pro-grams; utilizing such media as radio, television, newspapers,magazines, professional journals, pamphlets, and other commu-

nicative means to disseminate information; scripts, speeches,spot announcements, and other informational material; and so-liciting and approving photographic and art work, such as signs,posters, or displays.

There may also be the responsibility for preparation of organi-zational publications, editorial direction, and the planningof special exhibits, lectures, and other activities and gath-erings which create good will and contribute to a favorablepublic image.

STUDENT0 Organize a series of speakers to serve as resource persons

LEARNING in various aspects of fiscal management; i.e., income taxACTIVITIES agency, Federal Franchise Board, government accounting

office, business license bureau, etc.

O Visit a financial manager of a government organization tolearn how proposed budgets are developed and submitted tohigher authorities, and how budgets are reviewed and com-bined at successive levels until ultimately a presentationis made to a legislative body.

O Formulate a simplified budget for a fictitious agency.

o Prepare a brief oral report on the costs of manpower to atypical government agency.

O Find a copy of the U.S. Budget for environmental problemsand write a short report on the relationship between theallocation of funds and their actual distribution.

23

!36

OIdentify a significant fiscal need of a state agency whichwill soon be presented to the State Legislature, and roleplay with two other students the positions of the agencyhead, of a State Senator, and of the Governor.

OPrepare a list of at least 10 different position. titlesof individuals in government fiscal management.

OOrganize a briefing by a government agency contract admin-

istrator concerning the negotiation and approval of con-tracts.

OSimulate, from start to finish, the purchase of an itemfor a government agency.

ODevelop a project whereby one group of students creates asituation in which a contractual agreement must be madeby a vendor, another group designs a simple contract tomeet the needs, and several students act as vendors biddingon the job.

OVisit a city attorney's or contract attorney's office andquestion him on the various requirements of a contract.

OCollect and study copies of contracts from government agen-cies.

OPrepare a list of at least ten different kinds of contractsin which a typical government agency at the federal, state,or municipal level might be involved.

OPrepare an oral report describing either the federal, state,or municipal civil service system.

OPrepare an organizational chart fora selected governmentalagency.

OVisit and report on an agency on each level of governmentto identify personnel practices and how they are put intoeffect.

OUsing a hypothetical government agency as a model, developa,report on how you would determine guidelines for an effec-tive employee/public relations program, and how you wouldwork with each medium (radio, television, newspaper, etc.).

OPrepare news information bulletins and stories for selectedmedia on an existent federal, state, and local agency.

0'Write a memorandum to the employees of a particular govern-ment agency explaining the ways in which staff reductionsmay have to occur because of a decrease in the budget.

24

O Organize a newsletter for the school on the activities ofthe class in Basic Introduction to Government Agency Pub-lic Information/Relations Management.

TEACHER0

Collect and make available to students information aboutMANAGEMENT federal, state, and local government job opportunities,ACTIVITIES as well as application forms, samples of tests, and other

materials.

0Prepare a chart which describes the personnel process fromthe determination of a position becoming available toplacement within that position.

ODevelop class opportunities and simulations which will ex-pose students to basic behavioral science principles asthey apply to leadership and supervision.

OHave each student prepare a resume and select a positionannouncement in which he might be interested. Have stu-dents interview one another for positions.

OIdentify resource people who can either visit the class orto whom class members may go to learn about personnel ac-tivities.

OAssign a series of reports which will enable students tounderstand the purposes, methodology, and terminology inthe public information/relations field.

OProvide information on issues and problems in governmentpublic relations.

OCollect and make available to students different types ofpublic informational tools, such as press releases, bro-chures, annual reports, etc.

OPrepare a chart which exhibits the circular flow of fundsfrom the public, through a large government agency, andback to the public in both various forms of service andthrough staff personnel, vendors, and other recipients ofgovernmental expenditures.

OAssign to each student or a group of students, a govern-ment agency on which to report the fiscal activity.

RESOURCES "Congressional Directory, 92nd Congress, First Session,"U.S. Government Printing Office.

Modern Public Administration, F. Nigro, Harper and Row, 1965.

25

38

Public Administration in Modern Society, Carson and Harris,FORW:i17171963.

Business Management Handbook, 2nd edition, J. K. Lasser,McGraw-Hill, 1960.

Principles of Management, G. R. Terry, Richard D. Irwin, Inc.,1964.

Handbook in Everyday Law, M. Ross, Harper and Row, 1969.

Business Law, George Getz, Prentice Hall, 1969.

Federal Government Spending, Tweedy Transparency, (Transparency,color), 1969.

Federal Government Taxation, Tweedy Transparency, (Transparency,color), 1969.

Government Budget Making, General Electron Laboratory, (AudioTape Reel), 1969.

United States Government Contracts and Subcontracts, D. Paul,American Law Institute, 1969.

Government Contracted Business, General Electron Laboratory,(Audio Tape Reel), 1969.

Purchasing Handbook, George W. Algian (editor), McGraw-Hill,1966.

Principles of Personnel Management, 2nd edition, Edwin P.7TT5o, McGraw-Hill, 1966.

Handbook of Personnel Management and Labor Relations, DaleYoder, G. H. Heneman, John Turnbull, and Harold Stone, McGraw-Hill, 1965.

Personnel Interviewing, Felix, Copez, McGraw-Hill, 1966.

Handbook of Occupational Groups and Devices of Classes, U.S.Civil Service Commission, Bureau of Programs and Standards,U.S. Government Printing Office, 1968.

Effective Public Relations, S. M. Cutlip and A. H. Center,Prentice Hall, 1964.

Public Relations Handbook, P. Lesley (editor), Prentice-Hall,1963.

Public Relations and the Line Manager, T. Wright and H. S.Evans, American Management Association, 1964.

26

Communication Through Letters and Reports, 4th edition, J. H.

Manning and C. W. Wilkinson, Richard D. Irvin, Inc., 1967.

The Technique of Clear Writing, Robert Gunning, McGraw-Hill,1961.

The Problem, Brandon Films, (Film, color, 16mm, 13 min.), 1966.

27

,4o

Unit 4 Functions and Duties of Workers

INSTRUCTIONAL 1. Ability to discuss the general responsibilities of managersOBJECTIVES in public service organizations.

2. Ability to identify three job roles which exist in each ofthe five government agency management job families.

3. Ability to compare and contrast the general duties of man-agers at the federal, state, and local levels.

4. Ability to demonstrate some knowledge of the upward mobil-ity of individuals in different governmental areas intomanagement positions.

CONTENT Managers in Government Agency Service.

What are managers? The Dictionary of Occu ational Titles sug-gests that manager is "a term app ed to emp oyees w o rectsupervisory personnel to attain operational goals of an organi-zation or department as established by management." DepartmentHead and Superintendent are terms used synonymously with De-partmental Manager. Managers, in a practical sense, are thoseindividuals who have been designated as managers by higher au-thority.

What managers do. Managers are involved in the goal-settingof a governmental organization; they develop and maintain or-ganizational activity; they establish and review policies andpractices; they assign the various levels of decision-making;they oversee the communicative aspects of the organization;.they evaluate programs and people; and they are responsiblefor the total effort of an organization, its record-keeping,and its efficiency and effectiveness.

28

41

The roles of managers in government agencies are diverse.Their activities depend on the type of work in which the agen-cy is involved, and the phases of that work in which they areconcerned. Each agency has one or more subdivisions, eachheaded ordinarily by a manager whose responsibilities are de-termined by such factors as mission of the unit, number ofpersonnel, and level of decision-making.

Becoming a manager. Managers in the public service just "don'thappen." They are ordinarily individuals who have risen throughthe ranks of a particular specialty area or department. Police

chiefs usually begin as patrolmen or investigators, schoolsuperintendents began as teachers, many budget directors startas accounting staff members, public welfare department super-visors have begun as social workers, and so forth.

The "spurs" of the manager are usually "earned" through havingbeen hired initially on the basis of specialized educationand/or experience appropriate to a particular department orfield, and gaining expertise through direct work exposure andincreasing kinds of supervisory and administrative responsi-bility. Rarely do individuals begin their public service ca-reers as managers, even those who have college degrees in pub-lic administration. The vast number of governmental employeesup to the management level are in specialized services ratherthan pure management.

Additionally, managerial and official occupations differ in thepersonal traits required to perform the varied types of super-

visory responsibilities. Some fields require the knowledge andskills which one develops through college training. Others may

depend primarily on the individual's experience without muchregard for an academic specialization.

However, the basic qualities of responsibility (such as integ-rity, loyalty, honesty, reliability, and effective working re-lationships with and for whom one works) are essential.

Job Families. There are several major areas of management con-centration which may be considered as job families, either sep-arately or in combination with one another. These governmentagency management job families are: (1) general management,(2) fiscal management, (3) contracts management, (4) personnelmanagement, and (5) public information or relations management.In a large public service agency or department, these manage-ment jobs might be separate. In a small governmental unit,

all of them or most of them might be combined.

General Managers (or, simply, "Managers") would be those mana-IiiiilalThersonnei who oversee large governmental units or all

of the unit's management functions, plan and develop objectives,

29

42

and direct the organization toward the fulfillment of thoseobjectives in prescribed ways.

Fiscal Managers: those managers who are involved in the appli-cation of accounting and budgeting principles to problems offinancial management.

Contracts Managers: managers who examine, authenticate, main-tain, and prepare contracts.

Personnel Managers: managers who organize and conduct programsof recruitment, selection, training, promotion, welfare, safety,compensation, recreation, and other employee relations activi-ties.

Public Relations Managers: those managers who attempt to pro-mote and create good will and understanding by developing in-formation and releasing it through various communications media.

Benefits for Government Agency Managers. Generally, governmentagency managers are compensated as they might be in privatebusiness or industry. However, commerce usually offers fewerrestrictions in earning power, since profit-sharing, incentivebonuses, and commissions are possible, and salary scales areusually quite flexible.

Federal government employees are paid under G.S. (GovernmentService) rankings. A manager of a small administrative unitmight earn from $9,053 to $11,771 as a GS-7. The departmenthead for fiscal affairs of a medium-sized agency might, as aGS-12, be paid between $15,866 and $20,627; while a top na-tional agency administrator would draw a salary of approxi-mately $33,000. Managers at various levels would fall withinthese ranges, depending on their GS rating, which is determinedon the basis of service, education, and level of responsibility.

On the state level, the Governor of California earns approxi-mately $49,100, the Lieutenant-Governor $35,000, and high stateofficials between $22,000 and $30,000. Managers of small statedepartments and agencies would earn upwards of $18,000. Whilethis is only one state, it is typical of several others.

In local government, salaries vary enormously. School superin-tendents earn from $12,000 to $45,000, depending on the sizeof the school district served. City managers receive compara-ble salaries which reflect the size and complexity of theirresponsibilities. Other county, town, city, and district offi-cials receive salaries commensurate with their status and thesize of the constituency served.

Insurance plans, health programs, vacations, study opportuni-ties, and other benefits are available to government employees.

30

43

STUDENTLEARNINGACTIVITIES

Government employees, including those in management capacities,

are usually required to work 40 hours per week. Employees who

work overtime are compensated financially or in compensatingtime. Managers, however, may work additional hours withoutcompensation, since it is assumed that such time allocation is

part of the manager's responsibility.

Discuss in class the different work roles which governmentagency managers perform.

Visit a federal agency, a state agency, and a local govern-ment agency, and discuss with those in management capacities their reponsibilities and activities.

Select an area or government agency of particular interestInd write an essay on the functions and duties of the chiefadministrator.

Identify and invite to address your class a governmentagency manager who will be able to review his own develop-ment and preparation for this current management responsi-bility.

Organize a program with a panel of government agency manag-ers (one or more each from the federal, state, and localgovernment levels) to respond to questions from the class.

TEACHER ° Arrange mock job interviews. Divide the class into two

MANAGEMENT groups, with one group acting as potential job applicants,

ACTIVITIES and the other group as the employer-interviewers. Students

should prepare questions and conduct mock job interviewson the role, duties, and conditions of a government agency

job family.

o Conduct interviews as stated above and, if possible, video-tape interviews, playing them back to the student partici-pants, who in turn will critique interviews.

RESOURCES Management.of Human Resources, Paul Pigors, Charles A. Meyers,and F. T. Malin, McGraw-Hill, 1964.

Management and Organization, Louis Allen, McGraw-Hill, 1958.

How to Select and Develop Leaders, Jack W. Taylor, McGraw-Hill,

1962.

Staff Development, the Supervisor's Job, U.S.A. Department of

Health, Education and Welfare, 1963.

31

44

The Blue Book of Occupational Education, CCM InformationCorporation, 1971.

Supervisors in Action: Developing Your Skills in ManagingPeople, J. Famularo, McGraw-Hill, 1961.

Administrative Office Management, John J. W. Neuner and B.Lewis Keeling, South-Western Publishing Company, 1966.

Principles of Personnel Management, Edwin B. Lippo, McGraw-Hill,96

Para rofessionals and Their Performance, A Survey of Education,Hea t an Soma Service Programs, Praeger Publishers, 97

Work and Motivation, Victor H. Vroom, John Wiley and Sons,1964.

Follow the Leader, H. Strauss and Company, (film, 27 min.,color, free loan), 1968.

45

32

Unit 5 Employment Qualifications

INSTRUCTIONAL 1. Ability to discuss job qualifications, including age, expe-OBJECTIVES rience, education, and special aptitudes and values for at

least two government agency job families.

2. Ability to discern the difference in management job quali-fications for positions at the state and local levels, aswell as the federal level.

CONTENT

3. Ability to discuss the similarities and the differencesbetween a four-year degree, a community college degree, aprofessional degree, and a liberal arts degree.

Many combinations of skills and knowledge are necessary to bean effective governmental manager. The skills needed to man-age a small unit as opposed to a large one, or those necessaryto organize a project as opposed to an entire office, willdiffer greatly. Therefore, qualifications depend on the spe-cific position and the level of the position in the managementorganization. The best way to describe qualifications forthese job families is to look at each one separately.

General Management. At this level, a knowledge of the organi-zation and its operations is, required, rather than a scien-tific, technical, or administrative specialty. Generallyspeaking these are "line" positions, in contrast to "staff" or"specialist" ones. This would include federal agency superin-tendents, and executives in other governmental organizations,such as City Manager, Director of a state education program,or Secretary of Labor,

In this case, age is a consideration only in terms of how itrelates to one's general experience. Generally, in this case,

46

33

the general management position is attained after at least 8or 10 years with an organizational unit at lower levels.

Educational background can be general. A four-year collegedegree is expected, which would probably include educationaltraining courses in public administration, personnel, fiscaland public information. Degrees in Public Administration,Business Administration, or Public Relations, as well as thosein the general liberal arts, are quite often held by managersin this area.

The manager's principal experience should have been at one ortwo of the levels directly below the general management posi-tion, where the ability to plan, initiate, and execute programswould have been required and experienced- Experience as a man-ager of a total sub-program is often desired. A numerical fa-cility to analyze and use statistics and maintain agency pro-duction, inventory controls, and records is also desired, to-gether with leadership qualities, verbal facility, and an abil-ity to get along with people. Experience in extracurricularactivities as a part of one's education, as well as involvementin civic activities, is also helpful, such as chairman of char-ity drives, etc.

Fiscal Management. In this job family, a good education is anabsolute necessity. A bachelor's degree in Accounting andBusiness Administration or Public Administration is usually theminimum requirement for entry into this work. Adequate academ-ic preparation should include courses in all phases of account-ing and statistics. Other desirable courses include personnelmanagement, marketing techniques, money and banking, invest-ments, insurance, taxation, and contracting.

Most governmental agencies require the public accountant certi-fication for those who deal regularly in this area of account-ing and auditing.

Prior experience seems less important in this field than inothers, and educational background appears to be paramount.Experience in positions such as budget analyst, claims adjus-tor, purchasing officer, or administrative assistant, allowsthe employee to work up to valuation engineer, or budget offi-cer.

Attainment of a position with supervising responsibility usu-ally requires several years of work in less complex jobs. Atthese higher levels employers stress strong interpersonal re-lations and more generalized knowledge of the operations.

These positions require an ability to concentrate for longperiods; good verbal expression; organizational ability, speed,

34

47

and accuracy in making numerical determinations in detail; andan ability to understand the principles of accounting, statis-tics, and fiscal management.

Contract Management. Unlike fiscal management, contract man-agement requires persons with more experience, thereby usuallysomeone somewhat older. Certain entry level positions areavailable to the new graduate, but generally public servicecontract management seems to require more experience.

Persons enter this work only after acquiring considerableacademic experience. Generally, a law degree is preferred forcontract negotiation. Other positions in contract managementrequire business or liberal arts degrees.

Employers also consider the individual who has achieved a highdegree of proficiency at less complex work, provided he hasbeen exposed to documentary terminology and contract regula-tions. A well-blended combination of personal contacts of theindividual and control of the technicalities and intricacies ofthe particular field or environment is most important. Onlyafter considerable exposure may a person be expected to func-tion at full capacity.

Operationally, contract management requires a specific combi-nation of enjoying public contact; an ability to understandcontracts, their laws, and insurance terminology; reading com-prehension and conversational agility; and a sensitivity tothe attitudes and reactions of others.

Personnel Management. Age does not seem to be a factor inpersonnel management. Inasmuch as persons enter personnelmanagement from either technical or other fields, age require-ments seem less. Moreover, many persons enter personnel workas clerical or technical support personnel and work up throughthe career ladder. Therefore, entry age can be 18 or older.

The diversity of requirements necessary to recruit personnel,to be involved in employer-employee relations, and to counselemployers who have personal problems, make educational back-ground requirements diffuse. Many personnel workers hold de-grees in Industrial Psychology or liberal arts degrees inother areas. Generally, however, a four-year college degreeis required.

Experience patterns are varied in this job family. Backgroundin the roles and duties of one or more of the other job fami-lies discussed previously, is an asset in personnel man gement.Futhermore, experience in work at lower levels is appli le.Moreover, training in other related job families, such as

35

48


fiscal and public information management, is sometimes impor-

tant.

Employers in this area place strong emphasis on personal qual-ities which contribute to effectiveness in interpersonal rela-tionships when selecting and working with other personnel.Further, the ability to communicate with those with whom oneworks is imperative. The verbal facility to converse with peo-ple, to put them at their ease, and to gain their confidence,is greatly desired.

Essentially, the good personnel manager is a rare combination,for it is necessary that he should be an informed and skillfuladministrator, and also a person with the highest concern forthe individual employee or staff member.

Public Information. For the information gathering, organizing,and verifying functions, a high school education with emphasison commercial courses is sufficient, although some employersprefer college work in this area. For the dispensing of publicinformation, a liberal arts degree is generally required. Still,persons with other education and personal qualifications mayfind opportunities in this area.

Experience for those in this job family generally includes news-paper writing, sales work, or public speaking, and/or communityor industrial relations.

For the entry-level person, qualities and initiative in extra-curricular activities in high school or college seem desirable.Part-time retail sales also seem to be related here for theentry-level person.

It is desirable to have the ability to understand and apply theprinciples of advertising, publicity, and consumer and marketresearch; and to have the verbal facility and writing qualifi-cations which allow clear and concise communication, The abil-ity to organize surveys and campaigns is also helpful; self-confidence, unique and creative descriptive capability or orga-nizational ability for various media, are also important capa-bilities.

Have each student prepare a job qualification statementfor a position within one of the job families discussed.

Each student should list two elements of education, apti-tudes, and values related to each job family disCussed.

In a role-playing session, one-fifth of the students shoulddescribe their new jobs as contract managers to friends

36

49

TEACHER 0

MANAGEMENTACTIVITIES

0

0

0

0

they meet on the street; another group, for fiscal manage-ment; and other groups should do the same for personneland public information management.

Invite a public service manager from each of the five jobfamilies to your class to discuss with the students theirjobs.

Utilize role-playing in personnel management. Have stu-dents role-play problems of staff job satisfactions, re-tirement, compensation inadequacy, and separation.

Take the class on a walking field trip to neighborhoodbusinesses to discover persons in the five job families.

Have students write a paragraph on each job family. Allowthem to present it to the class as if the writer repre-sented an employer in that job family and was attempting toconvince a high school class of its merits as an occupa-tion.

Divide students into four groups; group #1 to compare agerequirements for the five job families; group #2, educa-tional requirements; group #3, experience requirements;group #4, aptitudes and values. Each group should thenreport to class their findings.

0Take class to the library for review of some of the follow-ing resources:

RESOURCES Government Budgeting, Jesse Burkhead, John Wiley and Sons,1956.

Cost Accountin' - A Managerial Emphasis, Charles T. Horngren,Prentice-Hall, 1962.

Dictionary of Occupational Titles, U.S. Department of Labor,Government Printing Office, 1965.

Encyclopedia of Careers and Vocational Guidance, J. G.Ferguson Publishing Co., 1967.

Handbook of Job Facts, James M. Murphy, Science Research Asso-ciates, 1963.

American Science Manpower, National Science Foundation, 1962.

Government Careers and the Community College, Andrew Korim,American Association of Junior Colleges, 1971.

37

5.6

Unit 6 Employment Prospects

INSTRUCTIONAL 1. Ability to define and explain the differences between a

OBJECTIVES growing set of job opportunities and replacement job oppor-tunities,

CONTENT

2. Ability to distinguish between federal, state, and localemployment trends.

3. Ability to describe one job at each opportunity level (fed-eral, state, and local) within each of the five job fami-lies discussed.

4. Ability to relate two statistics regarding one of the op-portunity levels (federal, state, and/or local).

Within a framework of an overall increase of 25% in manpowerrequirements between 1964 and 1975, significant changes areexpected in the rate of growth in individual industries. For

example, almost all of the industries in the service-producingsector are expected to show substantial growth. By 1975, em-ployment of professional and technical workers may increase bywell over 40%. While increased numbers of professional posi-tions become available, employment expansion for managers willproceed at an average rate throughout our economy.

Federal Level. Employment by the Federal Government has re-mained at much the same level over the past decade despite theexpansion of many existing federal programs and the launchingof new ones. Federal employment reflects the drive for greatereconomy and efficiency in government operations, provisions forstate and local government implementation of much. of the newfederal legislation, and great advances in automatic data pro-cessing. Because of these developments, federal employment is

38

51.


expected to remain substantially stable in the foreseeablefuture.

The new jobs will be oriented for white-collar occupations -

ten new jobs in this category for one of a clerical nature.Mathematics occupations will continue to grow, but those re-lated to engineers, accountants, and medical occupations willshow only small increases. An average growth of 20% is antic-ipated in the administrative area. More than a third of thisgrowth will take place in the computer and management services,with engineering support services another major source of ex-pansion.

Positions in environment control and protection work and thosein consumer protection are of particular new interest in grow-ing occupational fields related to public service management.Many of these positions will be in air and water quality con-trol system management.

State and Local Level. State and local government employmenthas grown markedly in recent years, in response to a markedgrowth in population, and consequent expansion in educationand other services. Over the last ten years, the number ofstate and local government employees has increased by 50%;this increase represents a significant number in the total ofnew jobs in our economy.

Many of these increases are due to the increasing complexity ofurban living. Additional services in traffic control, policeand fire protection, and enlarged sanitation services, accountfor part of this increase. Of all state and local employees,over half are employed in the field of education, while 11%are in health and hospital activities, 8% in highway activi-ties, and 5% in police protection.

In the future, trends indicate that state and local governmentshould increase by more than a fifth, and exceed the number offederal employees by a ratio of 4 to 1.

City governments, particularly, have manpower shortages, notonly in growing fields (physicians, members of the health pro-fessions, technicians, and social workers) but also in new oc-cupations, such as city manager and city planner.

Prepare a report on the prospects of management opportuni-ties in the public service during the next decade.

Represent a federal, state, or local personnel board anddescribe the existing job market to your class.

39

52-

Write persons from each jurisdiction (federal, state, andlocal), and invite a representative of each to appear ata class panel.

O Collect lists and descriptions of at least ten managementlevel government jobs.

TEACHER 0Have each of five groups of students designate a job family.

MANAGEMENT Each group should write a local, federal, and state person-ACTIVITIES nel boards for a list and description of opportunities in

that job family.

OAssist students in organizing a volunteer public servicemanagement project. This project may require several weeksor a concerted effort over a few days.

OOrganize an advisory board of local public service manage-ment personnel from each of the five job families -- gen-eral, fiscal, contract, personnel, and public informationmanagement, and assign three students to each advisoryboard member. Students should visit and discuss job oppor-tunities with the members of the advisory committee.

OOrganize a public service management career day. Inviteand offer a booth to each agency, where it may discuss itsoperation, and display its descriptive and educationalmaterial to students in the entire school.

RESOURCES Occu ational Outlook Handbook, Superintendent of Documents,U.S. overnment rinting ice, Bulletin No. 1650, 1970-71.

Employment and Earnings, Bureau of Labor Statistics, U.S. De-partment of Labor, 1970.

"School Dropouts in Big Cities," School and Society, New York,1964.

How to Structure Job Tasks for Training the Disadvantaged,National Service League, 1970.

40

53

Section 2

SOCIAL AND ECONOMIC SERVICES

41

5 4


UNIT 1 NATURE OF THE FIELD 43 Crises in Urban Living 64The New Federalism 65

INSTRUCTIONAL OBJECTIVES 43 Anti-Poverty Efforts 66Model Cities 70

CONTENT 43 Medicare and Medicaid 71

Social and Economic Services STUDENT LEARNING ACTIVITIES 72Major Job FamiliesProblems Handled by Social/ TEACHER MANAGEMENT ACTIVITIES 72

Economic AgenciesGoals of Social and Economic RESOURCES 72

Services,

UNIT 5 FUNCTIONS AND DUTIES OF WORKERS 74STUDENT LEARNING ACTIVITIES 47

INSTRUCTIONAL OBJECTIVES 74TEACHER MANAGEMENT ACTIVITIES 47

CONTENT 74RESOURCES 48

Role of Workers in Social andUNIT 2 EARLY INFLUENCES ON SOCIAL AND 'Economic Services 74

ECONOMIC SERVICES IN AMERICA 49 Duties 74Salaries 76

INSTRUCTIONAL OBJECTIVES 49

STUDENT LEARNING ACTIVITIES 76CONTENT 49

TEACHER MANAGEMENT ACTIVITIES 77English InfluencesEnglish Poor Laws RESOURCES 77American BeginningsColonial Period UNIT 6 PROFILE AND RECOMMENDED QUALIFICATIONSState Responsibility for Social OF WORKERS 78

WelfareThe Reform Era INSTRUCTIONAL OBJECTIVES 78The Depression

CONTENT 78STUDENT LEARNING ACTIVITIES 56

Restructuring of Social andTEACHER MANAGEMENT ACTIVITIES 56 Economic Services 78

Education 78RESOURCES 56 Personal Qualifications and

Aptitudes 79UNIT 3 CONTEMPORARY CONCEPTS DOMINATING

THE SOCIAL AND ECONOMIC STUDENT LEARNING ACTIVITIES 79SERVICES 58

TEACHER MANAGEMENT ACTIVITIES 80INSTRUCTIONAL OBJECTIVES 58

RESOURCES 80CONTENT 58

UNIT 7 CAREER LATTICES AND EMPLOYMENTThe New Deal PROSPECTS 81The Social Security ActUnemployment Insurance INSTRUCTIONAL OBJECTIVES 81Social Insurance and Poverty

CONTENT 81

STUDENT LEARNING ACTIVITIES 62Typical Career Lattices 81

TEACHER MANAGEMENT ACTIVITIES 62 Employment Outlook 81

Sources of Employment InformationRESOURCES 63 and Statistics 83

UNIT 4 GOVERNMENTAL ATTEMPTS TO CHANGE STUDENT LEARNING ACTIVITIES 84SOCIAL CONDITIONS 64

TEACHER MANAGEMENT ACTIVITIES 84INSTRUCTIONAL OBJECTIVES 64

RESOURCES 84CONTENT 64

42

55

Section 2SOCIAL AND

ECONOMIC SERVICES

Unit I Nature of the Field

INSTRUCTIONAL 1. Ability to identify at least five problems handled byOBJECTIVES social and/or economic agencies.

CONTENT

2. Ability to describe the major goals of social and/oreconomic agencies.

3. Ability to identify the major job families in social andeconomic services, as well as to describe the nature ofthe work for each.

4. Ability to describe the three "basic types" of socialand economic agencies found in government today.

Social and Economic Services. The field of social and eco-nomic services has to do with society's attempt to find an-swers to such questions as:

o What will happen to a person and his family if forsome reason he can't work?

o Suppose a person gets sick or too old to hold down ajob?

o What if there are no jobs available?

Social and economic work is concerned with service to peopleas individuals, in groups, and in communities, with the goalof helping people to function effectively in today's world.Such work is usually performed in a social or economic agency,or in a social services department of an institution.

43

56,

The provision of social services is the response of theseagencies or departments to the requests for help of thosepeople (usually called clients) who have certain problemsthat they feel they cannot solve or handle without assistance.The clients do not usually pay for these services. Instead,the need for services has been recognized by the community

and financed primarily through taxes or, less frequently,through private donations.

Social and economic agencies offer concrete or "bread-and-butter" services, such as money or housing; they also provideaid in the form of counseling. Actually, the two types ofservices are seldom entirely separate. For example, peopleoften need considerable counseling when they apply for finan-cial aid to a Department of Public Assistance, because theyfeel defeated, discouraged, or ashamed. A worker's primarytask may be to help them prove their eligibility for assis-tance -- that they meet the various regulations that are re-quired of recipients. But the worker can also, by what hesays, by the warmth he shows, and by his interest in theclient as an individual, help him to feel better about him-self and his problems.

Major Job Families. Social and economic services incorporatethe four major job families of counseling, assistance, reha-bilitation, and employment.

These job families are concerned with increasing opportuni-ties for.social and economic betterment among the disadvan-taged, underemployed, and unemployed.

Problems Handled by Social/Economic Agencies. There are manytypes of problems for which clients seek social and/or eco-nomic service; however, some of the most common types of prob-lems handled by such agencies are included in these catego-ries:

Housing problems, including apartment seeking; eviction orthreatened eviction; homelessness; overcrowdin ; high rent;and vermin or other unsanitary conditions.

Economic problems, including insufficient income; debts; gar-nishment; budgeting and money management.

Drpoloymentyoroblems, including entry into job market; voca-tional or job training; employment barriers, including phys-ical handicaps, emotional illness, retardation, prison back-ground, or drug abuse history.

44

57

Practical- personal probiems, including physical or mentalhealth; physical handicaps; family planning; child care;school adjustment; out-of-wedlock pregnancy; police action;probation; or parole.

Grouping of Problems. These various problem types, are fre-quently encountered as a group of related problems in a sin-gle individual. A breadwinner whose major problem is severeillness may also lose his job, which will probably cause fi-nancial problems. He may, as a result of his inability tosupport his family, become severely discouraged and depressed.

His marital relationship may suffer, and the stability of hishome may be threatened. Some of his children, upset by thechanges in home life, may begin to have problems at school,such as truancy or academic failure. Thus a tragic chain ofcircumstances creates great stress in the individual.

Problems such as these have to be considered in relation tosuch general social conditions as the availability of employ-ment, racial and ethnic discrimination, or the quality of ed-ucation. The lack of a high school diploma, for example, mayor may not be a problem, depending upon the availability andrequirements of jobs in the community. In the past, much un-skilled work was available for persons with little education,but now greater skills and more education are required formany jobs.

Understanding a Problem. This involves knowing how most peo-ple tend to handle the type of situation involved, or what isconsidered "normal" or customary behavior under the circum-stances. Even if a person respects the right of others to bedifferent providing they do no harm to others, this differenceor deviance from the normal sometimes becomes a problem be-cause of the community view of such behavior. For example,the behavior of newcomers from rural areas may differ from thebehavior of the majority of city dwellers. It is importantfor workers in the social and economic services to recognizethat behavior which is considered normal among the group theyserve, and to help clients handle those problems resultingfrom the differences between their customary behavior and thatwhich the community expects.

Goals of Social and Economic Services. Discussion of anagency's goals or purposes usually has reference to the rea-sons for its establishment, or the goals that have been devel-oped during its years of service. For example, some settle-ment houses may have been founded to help European immigrantsadjust to American life; now that the former newcomers andtheir children have moved out of the neighborhoods where the

45

8

settlements are located, the facilities are faced with eithermoving with them or serving new residents of the neighborhood.Because times have changed and the new groups have had differ-ent prior experience records, the settlement houses have todevelop new goals if they are to now provide adequate help.Even if the facilities move with the older groups, their goalswould change because their former clients have also changed.Sometimes an agency continues to hold onto its old aims whenthey are no longer suited to present-day problems in the com-munity.

Agencies usually have long-range as well as immediate goals.As an instance, a public assistance agency has as its imme-diate goal the provision of financial help for people whowould otherwise be without income; but its long-range goalmay be to help the clients become self-supporting. Sometimesthese short- and long-term goals may be in conflict becauseallowances are so low and receiving them is so humiliatingthat people's health and self-respect suffer, and they havelittle incentive to seek work. As a result, they become lesscapable of the independence and self-support that is the goalof the agency. Most professional people in social and eco-nomic work agree, however, that both long- and short-run goalscan best be served by generous allowances offered in a spiritof respect and trust for the applicants.

Public Agencies. Most workers in social and economic servicesare employed in public social agencies which were establishedeither by city, state, or local governments, or as a resultof some legislation. Although the staff has considerable lee-way for making decisions concerning the everyday administra-tion of programs, the overall goals and policies are set bythe laws that established public agencies.

Antipoverty Agencies. Our recent increased awareness of theneeds of the poor and of their right to have a voice in oursociety has led to antipoverty legislation and to new agenciesestablished with money authorized under these laws. Mostfunds have been granted by the Federal Government.to newlyformed local groups rather than to established public or vol-untary agencies. Often there is a requirement that the stateand local governments contribute some financial or other sup-port, but they, too, have often granted money directly to thenew agencies rather than setting up duplicate public agenciesin the community. These new agencies have not been operatedunder civil service regulations. Much of their initial flexi-bility was related to their newness, but in some cases, theyhave already begun to become rigid and divorced from the cli-ents and those problems they were meant to solve. Sometimes

46

another criticism has been made about these agencies -- thattheir lack of strict regulations has led to an unprofessionalapproach to services.

Voluntary or Private Agencies. Voluntary agencies came intoexistence as a result of the concern of private citizens aboutcertain social problems or about problems that could not bemet by existent public agencies. Many voluntary agencies werecreated before the public agencies, although their focus wasoften changed when the government assumed major responsibilityfor the problems they had been designed to meet.

While they have at least some support from private contribu-tions, most also receive some government funds. Private agen-cies must meet public standards in programs for which they getpublic money, but the voluntary agencies are free to choosewhom they want to serve and have greater flexibility in hiringstaff. This leeway can mean that the private agencies areable to help some persons who would otherwise not be served,but it can also mean that these agencies are able to ignorethose they do not wish to serve.

STUDENT 0Visit a local social service agency, and meet with

LEARNING paraprofessional and professional staff. ObserveACTIVITIES typical problems dealt with by these agencies.

ODiscuss in large group the number and type of agenciesserving the local community.

OWrite a short summary on the activities observedduring field trips.

OCompile a community resource file as a group project.Utilize the information collected during field trips.

OView film The Captive, which presents the effects ofunemployment on the people of Appalachia.

OView film Portrait of the Inner City which examinesthe streets, schools, and living quarters of theinner city slums.

TEACHER ° Divide class into three groups and assist eachMANAGEMENT group to report on a particular type of social orACTIVITIES economic agency.

O Arrange for students to visit a local social or economicservice agency to meet staff as well as to observe work-ers performing different duties.

47

60

° Organize and lead discussion on general operation ofsocial welfare agencies in our society.

° Organize a discussion on the major job families in socialand economic services. Discuss in detail the "interre-lated" nature of the job families.

RESOURCES The Captive, United Presbyterian Church Film District,Department of Supporting Services, (Film, 28 minutes,color, free loan) 1964.

Citizens Without Work, E. W. Bakke, Yale University Press,1940.

Slums and Social Insecurity, U. S. Government PrintingOffice, 1967.

The Economics of Poverty: An American Paradox, B. A.Weisbrod (editor), Prentice-Hall, 1965.

Culture Class and Poverty, Lewis Hy lan, Crosstell, 1966.

Dark Ghetto, Kenneth Clark, Harper and Row, 1965.

Using Teams to Deliver Social Services, (Manpower MonographNo. 1), Robert L. Baker and Thomas L. Briggs, SyracuseUniversity Press, 1969.

Analyzing Social Work Practice by Fields, Harriett M.Bartlett, National Association of Social Workers, 1961.

Poorhouse State: The American Way of Life on PublicAssistance, Richard M. Elman, Delta Bell, 1968.

"Past and Present Motifs in Social Work," F. C. Paschalland L. P. Sullivan, Social Caseworker, October 1961.

48

61

Unit 2 Early Influences on Social and Economic Servicesin America

INSTRUCTIONAL 1. Ability to identify several beliefs or practices common

OBJECTIVES to England'in the 1600's and America in the 1700's whichinfluence our present social welfare system.

CONTENT

2. Ability to discuss the major components of the English

poor laws.

3. Ability to identify at least three discernible "eras ofthought" concerning social and economic services inAmerica.

English Influences. Many of our beliefs and ways of doingthings in the field of social welfare have roots in the dis-tant past, primarily in the British Isles. It is partly be-cause they were developed in times and in societies differentfrom our own that these beliefs and attitudes are difficultto change. The influence of the past can be seen today inthe manner in which we help people in trouble. The thinkingand practices that led to the English Poor Laws of the early1600's were brought across the ocean by the first settlers.Despite great differences in our present way of life from thatof the early settlers, the same kinds of thinking still existand can be identified.

As long as people lived off the land (that is, before a moneyand market economy developed), the kinds of problem theyfaced were quite different from the ones we face today. Al-

most everyone, including children and the aged, could be use-ful on the farm. When help was needed by the poor, charitywas provided by the Church. There was no shame attached toreceiving such aid, and it was considered a good deed to con-tribute to charity. To some extent, the lack of shame in

49

62

accepting charity was due to the fact that almost everyonewas poor, and perhaps only one step ahead of starvation. Epi-demics, drought, or famine affected everyone.

As it became clear that more profits could be made by grazingsheep than by farming, landowners began to evict people fromthe land that they had worked for years. Farm land becamepasture and many farmers became wanderers. Towns and indus-tries had not yet grown enough to provide work for many peo-ple. What was to happen to the ex-farmers? They didn't carefor the idea of working for someone else after they had sharedthe use of the land for so long. Some searched for work atdecent wages; very few found it. Many people hid out in theforests and moors, or became beggars, thieves, or vagabonds.

The English government decided that something had to be doneto make people work. This idea that people will not work un-less they are forced to do so still affects our thinking andis expressed quite openly much of the time. Between the years1350 and 1600, laws, regulations, and decrees such as thesewere used to force people to work:

Anyone giving money to beggars would be fined;

Able-bodied men might be whipped, branded with a hotiron, have an ear cut off, or even hanged if they re-fused to work;

Children could be forcibly taken from their parents tobecome apprentices;

Work might be made available by supplying wool or flaxto be woven at home, and if a person refused this work,he could be sent to a "House of Correction."

As time went on, it was recognized that the sick, the aged,and other disabled poor persons needed special consideration.Thus the laws came to reflect both a harsh attitude to forcepeople to work, and a more lenient attitude toward those whowere physically unable to work.

English Poor Laws. The famous Poor Laws of 1601 reflectedboth these attitudes. In giving aid to the disabled, thegovernment was afraid that if living on charity became toopleasant, people might prefer not to work at all, and mighteven make themselves disabled. Even today there exists muchconfusion concerning the intent of welfare policies for theable and disabled.

The Poor Laws are important to us because they have guidedsocial and economic practices in England and in the UnitedStates for more than 350 years. They contained the following:

.63

50

Compulsory taxation - Under the Poor Laws, compulsory taxation,instead of voluntary contributions, was used to raise money tohelp the needy. Another major change was that "charity" wasnow administered by the government rather than the Church.The government appointed representatives in each parish orcounty to operate this program; they were known as "Overseersof the Poor."

Able-bodied and disabled people - As noted, the Poor Laws pro-vided for different kinds of treatment for the able-bodied andthe disabled. Authorities were given the power to help theblind, the lame, and others unable to work, and to build "con-venient houses of habitation" for them; these came to be knownas "Almshouses" or "Poorhouses." Work was provided for theable-bodied, and idlers were subject to punishment. Childrencould be taken from their parents and made to work for someoneelse as an apprentice or an indentured servant.

Relatives' responsibility - Children, parents, and grandparentswere all declared responsible for each other. Before a personcould turn to the government for help, he was forced to seeksupport from those relatives who were required by law to aidhim.

Laws of Settlement - The Law of Settlement was added to thePoor Laws about 60 years after they were enacted (about 1660).Local residents would not support newcomers who might havecome to their town only to obtain relief. So it was decidedthat a person had to live in a community a certain length oftime before he became eligible for assistance. But since itwas difficult to predict who might later become dependent,the newcomer had to prove he could become self-supporting. Ifhe couldn't prove this, he was denied the right to live there.Because of this ruling, groups of people were being escortedall across England for long periods of time looking for a com-munity which would take them in.

American Beginnings. The health and welfare pattern of socialservices that developed in the American colonies was largelymodeled after the English Poor Laws, with some differences dueto the special conditions of the frontier. The pattern was amakeshift one since each colony developed its own regulations.In most cases, anyone needing help was considered a "pauper"regardless of the cause of his condition. Paupers includedthe sick, the handicapped, the aged, widows with young chil-dren, orphans, and the mentally ill, as well as the able-bodiedpoor.

Colonial Period. The principle of local responsibility evolvedin America during the Colonial Period. During that time local

6451

or town governments controlled many community affairs. Theydetermined the prices of articles for sale, the kinds ofhandicrafts that the town needed, and the rules for appren-ticeship; they also organized the defense against enemy attack.It was logical that local governments would also be responsi-ble for the care of the poor. However, they were_ principallyconcerned with preventing people who might become dependentfrom taking up residence in the town, thereby becoming eligi-ble for relief. Those who could not prove that they would notbecome dependent upon the town, were kept out, and both menand women were subject to public whippings if they returned,once warned away. In this way the towns kept don the numberof poor under their jurisdiction, and consequently the costsof relief.

When relief was given, it was usuallywere living in their own homes ratherthe so-called "Outdoor Relief." Whenin an institution such as a poorhouseOutdoor Relief took several forms:

Boarding out - A well-to-do person inby the town to provide room and board

dispensed to those whothan in institutions,

people were given help, it was "Indoor Relief."

the community was paidto a person in his home.

Auction - Orphans, neglected children, the disabled, the se-nile, lhe feebleminded, and the insane were "sold" at publicauction to those bidders willing to undertake support at thelowest cost to the community. These bidders, as you mightimagine, were not very charitable -- they usually tried toget the most amount of work out of the poor at the lowestpossible cost.

Contract - A citizen agreed to take care of a certain numberof paupers at a fixed price per head which was paid by thetown. The paupers were put to work by the contractor, who wasinterested only in getting the most amount of labor for theleast amount of expenditure.

Apprenticeship - Dependent, children were apprenticed or "boundout" until they reached the age of 21. Their guardians weresupposed to treat them well and to teach than to read andwrite, but apprentices frequently complained of abuses, cruel-ty, and little opportunity for education.

Welfare practices were even harsher after the American Revolu-tion than during the Colonial Period. Communities usuallyaided the poor in four ways by the 1820's: almshouse relief;home relief; and the "contract" and "auction systems," asdescribed above.

6

52

The Rise of Institutional Relief. The first Almshouse (orPoorhouse) was built in Massachusetts in 1662. While it wasto become an important part of the American social welfarescene, this institution was rare in Colonial times. Abouttwenty years after the first Almshouse appeared, the inmateswere provided with work and the Almshouse became a Workhouse.

-The Almshouse was for all categories of dependents -- theable-bodied, the disabled, children; the aged, the mentallyill, the physically handicapped, and the criminal. Becausefew distinctions were drawn among the inmates, the Almshousewas regarded as mixed or undifferentiated. The idea thatthere should be Almshouses for the helpless, Workhouses forthe able-bodied, and Houses of Correction for the criminalswas suggested, but never put into practice during Colonialtimes.

In 1823, a state legislative committee reported that the poorwhen farmed out, or sold, are frequently treated with barbar-ity and neglect by their keepers." However, this kind of in-dictment did not stimulate the use of the Almshouse as themajor source of public relief until later.

Manufacturing and commerce were growing rapidly in the U.S.during the early nineteenth century. Canals and railroadswere being built. Steam-driven machinery was replacing theold handicraft system of making products. The factory system,with its need for cheap and seasonal labor, began to dominatethe economy, offering the working people low wages, long hours,and periodic depressions. In earlier times, a person was self-reliant as long as he was able-bodied, since he could subsiston the crops he grew or the proceeds from the sale or barterof handicrafts. But, as a wage earner or employee, he couldonly take care of himself when there was a job at decent wages.

State Responsibility for Social Welfare. After the Civil War,state governments began to assume a more direct role in wel-fare matters. This followed from the fact that more money wasbeing provided by the state to local as well as to privateagencies. Since the state provided the money, it had a rightto know how these funds were being spent. At first, semi-official groups of volunteers represented the states in thesematters, but these gave way to state Boards of Charity andstate Commissioners of Charities. These boards finally becameBoards of Public Welfare.

The rise of state supervision revealed some of the deplorableconditions that existed in public institutions. For example,a law was passed in 1875 in New York as a result of the find-ings of investigative committees. That law required the re-moval of healthy children between the ages of three and sixteen

\6653

from poorhouses. Later this requiaement was extended to in-clude children of all ages. Thi_ type of action eventuallyled to the placement of children with families and the devel-opment of special institutions for dependent children.

Specialized institutions were developed to care for the in-sane, the epileptics, the feebleminded, and others. Whilethe trend was toward greater use of specialized institutions,all the states did not move at the same speed. As one wouldexpect, differences in resources, in population, and in polit-ical climate affected the rate at which a state moved towardmore humane treatment of its various groups of state depen-dents. By 1897, 16 states had boards engaged in setting stan-dards, supervising local institutions, managing some institu-tions themselves, and raising funds.

At the turn of the century, several states began to enact

legislation to provide assistance in their own homes to per-sons considered especially needy or "deserving." Persons inthat category were the blind, widowed mothers of dependentchildren, and by the 1920's, the aged. While these state pro-grams represented a step forward, only a few states began suchprograms. State funds merely supplemented local fund raisingand programs, and initiative for the programs rested with thelocality responsible for their administration.

The Reform Era. The Reform Era of the early 1900's marked achange in the thinking and attitudes of many Americans abouta number of important social questions. While no problemswere really "solved" in that era, some new steps were takenwhich were unfortunately halted with the outbreak of WorldWar I. By 1900, the U.S. had taken its place as one of theleading industrial nations of the world. The nation of farmswas fast becoming a nation of factories, cities, railroads,and corporations, and there were more than a few millionaires.The new millionaires, the masters of the great corporations,or captains of industry as they were called, were replacingthe old merchants, the small manufacturers, and the respectedleaders of the past -- lawyers, professors, and ministers. Buta new coalition, consisting of members of the urban middleclass, the trade unions, and discontented farmers, protestedagainst social ills and demanded certain changes. They wantedto put a brake on the monopolies and the huge corporations thatwere dominating society.

The federal government passed laws regulating monopolies, andinstituted suits against them, set up banking controls, andfostered laws for the inspection of food and drugs. Somestates limited the hours of work for women and children incertain occupations, fixed utility rates, wrote housing codes,demanded safer and more sanitary conditions in manufacturing,

54

etc. This government activity meant that the doctrine oflaissez-faire had lost some of its former influence. Socialreform became the order of the day. And there seemed to bea desire to create an environment dedicated to the service ofmankind.

A reappraisal of the causes of poverty was part of the socialoutlook of the humanitarians, progressives, and reformers. Assuggested, the main concern of nineteenth-century charity wasthe reform of the individual pauper, rather than the eradica-tion of poverty. Poverty had been regarded as good "medicine,"and a necessary spur to the less ambitious in society. Duringthe Reform Era, however, people challenged the old ideas ofpoverty and began to view it as an evil -- a destructive con-dition that prevented rather than encouraged men to reach theirpotential. Those living in poverty, it was thought, might ata time of particular hardship or crisis slip down the ladderinto pauperism.

The Depression. Following the stock market crash in October1929, businesses began to fail, unemployment mounted rapidly,and a downward economic spiral was set in motion. In 1932 and1933, about thirty percent of the labor force was unemployed.White and blue collar workers were searching desperately fornonexistent jobs.

Matters were no better in rural areas. Daily foreclosures ofmortgages and auctions on farms finally resulted in mobs ofangry armed farmers attenOing foreclosure proceedings in orderto discourage prospective .buyers from purchasing their land.

In the 1900's, Poor Law practices and concepts:still dominatedthe social welfare scene in the U.S. There were some excep-tions, such as mother's aid, workman's compensation, and in afew states, pensions for the aged and the blind.

Consequently, when the Depression of 1929 hit the country, theU.S. had a public assistance program still grounded in the lawand social philosophy of the Poor Laws of 1601.

It would seem that faith in individualism and the economic sys-tem would be shattered by such a profound crisis. Despite theneed for drastic measures to create jobs, relieve suffering,and start industry moving, very little was done between 1929and 1933. It was argued that the country had always managedwithout serious government intervention before. However, thetragedy and anguish occasioned by the onset of the Depressionwas so calamitous that the situation demanded drastic revi-sions in the relation of society to the poor and the needy.

613

55

Thus the stage was set for the introduction of new and far-reaching changes in the concepts of social service, as willbe discussed in Unit 3, following.

STUDENT Define in a sentence or two these terms in relation toLEARNING social and economic services: relatives' responsibility,ACTIVITIES apprenticeship, indoor relief, and outdoor relief.

Discuss in small groups the influences the English had onsocial and economic services in America during the Colo-nial period.

Conduct a survey with workers in social and economic ser-vices as to the relationships between the English PoorLaws and current practices in social and economic ser-vices.

Complete a research assignment tracing the "historicalperiods" of a specific social welfare institution inthe community,.

Identify a major problem confronting social welfare re-formers in the 1800's and discuss with others in classwhether this problem still exists today.

TEACHER Invite a guest speaker to lecture or lead discussionMANAGEMENT concerning historical influences on our social welfareACTIVITIES system.

Have students discuss the "English Poor Laws" and theirramifications.

Provide guidance to students while they complete researchpapers.

Have students discuss different types of "indoor" and"outdoor" relief and the purposes they served.

Have students form groups and discuss advantages and dis-advantages of state support of social and economic ser-vices.

RESOURCES From Philanthropy to Social Welfare, P. Klein, Jossey-Bass,1968.

Professional Altruist: The Emergence of Social Work as aCareer, 1880 -I93U, R. Lubove, Harvara university Press,19b*.

69

56

Jane Adams, Helper of the Poor and Wretched, Eye Gate House,(Sound, filmstrip, purchase $10.25Y, 1970.

Government and Social Welfare, W. Vasey; Holt, Rinehart,Winston, 1958.

70

57

Unit 3 Contemporary Concepts Dominating the Social andEconomic Services

INSTRUCTIONAL 1. Ability to explain in own words the general nature ofOBJECTIVES "New Deal" programs.

CONTENT

2. Ability to contrast the difference between social/economicservices as a benefit or a right.

3. Ability to explain the difference between social welfareand social insurance.

4. Ability to name the major components of social security.

The New Deal. Franklin D. Roosevelt, who took office in 1933,was less hemmed in by beliefs of individualism and laissez-faire than his predecessor. Trial and error, innovation, andexperimentation became F.D.R.'s hallmark. Roosevelt insti-tuted many progressive programs, which became known as theNew Deal. These include:

FERA - The Federal Emergency Relief Act of 1933 (F.E.R.A.)channeled money into the states for unemployment relief, andfew claimed that the unemployed were themselves responsiblefor their condition. Up to this point, relief had been dis-pensed primarily by voluntary agencies, but the gravity of theproblem completely exceeded the resources and capabilities ofnongovernment agencies. Now relief money had to be spent bypublic rather than voluntary agencies.

Youth Programs - Special programs were established for unem-ployed youth. The Civilian Conservation Corps (CCC) providedcamps where young people worked on reforestation and otherconservation activities for food, board, and $30.00 per month.

7158

The National Youth Association provided part-time jobs forstudents and others in schools, parks, playgrounds, and li-braries.

Work Programs - One dramatic change by the government was theestablishment of the Civil Works Administration, which was"to provide work and wages for four million workers, half fromthe relief rolls, and half from the unemployed not yet on re-lief." This program was pushed through Congres,s as an emer-gency measure because the usual procedures of setting up workprojects were too slow. It ended after a short time becauseit was deemed too radical and too costly. However, the ideaof work relief, as opposed to ordinary public works, had takenhold. The Works Projects Administration (WPA), successor tothe CWA, lasted from 1935 to 1943. Federal grants to statesand localities amounted to approximately nine billion dollarsduring the lifetime of the WPA. Work was made available totechnical, professional, and white collar workers, and to theunskilled. It is estimated that work was provided for morethan three and one half million employables on the reliefrolls.

The Social Security Act. The New Deal programs were phasedout as business activities and employment increased with theonset of World War II. But the Social Security Act, passedin 1935 and amended many times since, has become the corner-stone of the American social welfare system. The Social Secu-rity Act was a social invention new to the U.S., because theheart of the Act was "social insurance." There were innova-tions in public-assistance provisions (chiefly, the introduc-tion of federal grants to the states and localities for cate-gories of dependents), but the social insurance measures rep-resented a new method of financing income maintenance andadded a new group of assistance beneficiaries.

Social Tnsurance. Social insurance is contributory insurance,either of work, money, or both. That is, employers and/oremployees pay taxes into a special trust fund administered bythe federal government. After a certain number of payments,or time worked, a person is considered insured. Once insured,that person and his dependents are entitled to certain bene-fits. The insurance programs, prior to the passage of themedical care amendments, were called Old Age, Survivors, andDisability Insurance (OASDI) and Unemployment Insurance (UI).As the name of OASDI suggests, people at a certain age areentitled to benefits, or if the insured should die, his depen-

dents receive the benefits. If the insured should become per-manently disabled, he is also entitled to benefits. Under UI,if the insured becomes unemployed, he is entitled to unemploy-ment compensation.

?2

59

Benefits Versus Rights. An essential difference between so-cial insurance and public assistance is that the social insurance law states the exact conditions of eligibility and theamount and nature of the benefit. This rules out any administrative discretion; that is, government workers or departmentscannot exercise judgment as to whether the "claimant" is wor-thy or unworthy. The recipient is called a "claimant" in so-cial insurance proceedings, not an "applicant," as in publicassistance. His benefits are his by right or entitlement.The regulations and benefit tables are published and acces-sible to the public.

Applicants for public assistance have always had to answerall sorts of questions about their family, property, savings,etc., in order to become eligible for financial help. Thisproof of financial need is called the "means test." Appli-cants have resented the means test as petty, humiliating,and intrusion on privacy. In social insurance there is nomeans test, because benefits are paid regardless of need.There is no extensive personal investigation, merely verifi-cation of one's age, disability, employment status, or rela-tionship to the insured.

American traditions made law-makers more receptive to the ideaof insurance rather than assistance. First, the insurance, aspassed, was the result of or related to employment. Those notin a position to contribute by money or work to the insurancefund would not be covered or insured. Secondly, private in-surance was also acceptable, and despite the differences be-tween private and social insurance, the analogy to privateinsurance helped to gain conservative support for the bill.

OZd Age, Survivors, and Disabilipy_Insurance (OASDI). It isnot always easy to determine whether or not a person or afamily is entitled to OASDI benefits. For that reason, it isprobably wise for persons who think they have a claim to getadvice at the Social Security Office nearest them. Under certain conditions all of the following are entitled to benefits:retired workers, age 62 and over; disabled workers of any age;wives of workers entitled to retirement or disability bene-fits; unmarried dependents or deceased or disabled workers;widows or divorced wives of deceased workers; dependent wid-owers, aged 62 or over, of deceased workers; dependent parents,aged 62 or over, of deceased workers; no entitlement necessaryfor anyone over 72.

Furthermore, a lump-sum death payment may be made to the widowor widower if she (or he) is living with the insured worker atthe worker's death.

Unemployment Insurance. The other social insurance established

7360

by the Social Security Act was Unemployment InsUrance (UI).We have mentioned above several other methods that societyhas utilized to combat unemployment: charity, public relief,and public work programs. Unemployment Insurance is a differ-ent approach from the other relief measures. A worker, undercertain conditions, is insured against the loss of his job.If he loses his job, he is entitled to receive cash paymentsfor a certain number of weeks to tide him over until he findsa new job.

Administration - Under the Federal Social Security Act, stategovernments are compelled to set up unemployment insuranceprograms. UI is a state-administered program, in contrast toOASDI, which is administered directly by the Federal SocialSecurity Administration. State employment agencies handlebenefit claims of the unemployed, and also try to place theseworkers in new jobs. Benefits vary from state to state, andmaximum and minimum payments are established by state laws.The general aim of the state programs is to provide benefitsto the unemployed worker that are equal to 50% of his formerweekly wages. Benefits can be received, in most states, fora maximum period of 26 weeks.

Employer Support - Workers, under the UI Program, do not paytaxes to the unemployment insurance funds. The employer con-tributes the total amount through a payroll tax. There aredifferent ways of computing this tax in the various state pro-grams.

Cra - Everyone who is employed is not necessarily coveredy unemployment insurance. UI does mot cover agriculturallaborers, domestics, employees of state and local governments,casual workers (not steady), and employees of nonprofit agen-cies. However, some states have made separate provisions forstate workers, a few for domestics, etc. If a person worksfor a firm that employs four or more workers at least one daya week for 20 weeks a year, he is probably covered. To beeligible for benefits under UI, a covered worker must not haveleft the job voluntarily (quit), or must not have been firedfor misconduct; he must riot be unemployed as a result of a

strike or labor dispute; and he must not have refused an offerof "suitable employment." Persons seeking unemployment insur-ance must register for work at a public employment office.Benefits are not granted automatically. The worker must filea claim that must be approved before benefits are paid. Thereis a waiting period of one or two weeks while the claim ischecked.

Social Insurance and Poverty. While the invention of socialinsurance represented real progress, critics have continuallypointed to weaknesses in the programs. The real poor -- those

74

61

who have been unable to hold down a steady job -- may not becovered by social insurance. In the social insurance pro-grams the steady, regularly employed workers benefit most.The benefits are wage-related; that is the benefits receivedeither in retirement or when unemployed are directly relatedto the work income earned.

The level of benefits, regardless of workers' earnings, isoften criticized as being too low. Many people receivingSocial Security payments have to apply for public assistanceto supplement the small monthly Social Security check.

Once again, the very poor are usually not the beneficiaries.While the check may supply extra income for the more well-to-do retired or disabled worker, it is not enough real incomefor the poorer worker who needs it for total support. In thecase of unemployment insurance, many workers are not coveredat all, and the payments are sometimes well below 50% of wagesearned.

And if there is serious trouble in the economy -- a recessionor depression -- the 26-week period is not long enough.

Another criticism of social insurance is the question of whoreally foots the bills. Some feel that employers merely shiftthe burden of their taxes to the consumers by raising theirprices.

STUDENT 0Write a short report comparing the difference between

LEARNING social services and a "client's" rights.ACTIVITIES

o Define the following: OASDI, WPA, CWA, UI, and FERA.

OMeet with a field representative of the Social SecurityAdministration and discuss the current social and eco-nomic work this agency performs.

OClip from local paper items relating to contemporaryconcepts of social welfare and share them with theclass.

o Discuss in class the different components of socialinsurance found in.the local community.

TEACHER ° Arrange debate regarding "New Deal" programs. DivideMANAGEMENT the class into two groups with one group opposingACTIVITIES and the other advocating New Deal programs.

o Arrange for a speaker from the Social Security Adminis-

tration who is knowledgeable about contemporary concepts

62

in social or economic welfare.

° Organize students into panels which can research anddiscuss specific concepts of social and economic wel-fare.

RESOURCES If I Were You: A Group Project Book, Barbara Smith, Friend-ship Press, 1966.

The Church and Social Welfare, A. Keith-Lucus, WestminsterPress, 1968.

The Analysis of Social Systems, H.C. Bredemeier, and R.M.Stephenson; Holt, Rinehart, Winston, 1962.

A Sociology of Human Systems, J.H. Monane; Appleton, Century,Croft, 1967.

The Economics of Poverty: An American Paradox, B.A. Weisbrod(Editor), Prentice-Hall, 1965.

Toward Social Welfare: An Anal sis of Pro rams and Pro osalsAttackin Povert , Insecurit , and ne ua it of s ortunity,

cox, Irwin-Dorsey, 1969.1

76

63

Unit 4 Governmental Attempts to Change Social Conditions

INSTRUCTIONAL 1. Ability to identify and analyze the reasons implicit inOBJECTIVES governmental attempts to change social conditions.

2. Ability to identify and distinguish between the majorpieces of federal legislation affecting social and eco-nomic services.

CONTENT

3. Ability to identify and describe several of the majorfederally supported anti-poverty programs.

4. Ability to discuss the concept of the new federalism andhow local government can benefit.

Crises In Urban Living. During the 19th century, numerouscritics described the shocking conditions that existed in cer-tain cities. While there has been some improvement -- publicsanitation and building codes, for example -- the conditionsin the run-down or slum areas of our cities have much in com-mon with those described by the 19th century critics. Thecreation of the Federal Department of Housing and Urban Devel-opment (HUD) reflects increasing governmental concern over theproblems of the city slums.

Housing in city siums - Slum housing is often run-down andovercrowded. In today's cities, in contrast to the past, theremay be large, low-cost housing projects together with older,deteriorated housing. In addition to overcrowding, which someobservers consider less severe than seventy years ago, slumhousing may also have such unhealthful conditions as fallingplaster, rats, lack of paint, faulty plumbing, unlit halls andstairways, the odor of decay and garbage, and many other build-ing-code violations. In slum housing, fires are a great haz-ard. There are greater losses.of life, more injuries from

64

77

fires, and higher incidences of property damage in the slumsthan in other parts of the city or in the suburbs.

Social problems in city slums - There are more welfare cases,higher rates. of crime and illness, more broken families, andmore incidences of moving in and out of the slums than thereare in higher-income neighborhoods. Some of the moving is theresult of urban renewal programs, which have torn down slumhousing and often replaced it with middle- or upper-incomehousing, or nonresidential buildings -- thus reducing the to-tal number of housing units available to poor families. Partof the moving into slum areas is the result of in-migration --the mass migration from depressed areas of the United States,such as the South or Puerto Rico -- to urban industrial cen-ters, where greater opportunities are thought to exist.

Minority groups in city slums - Today the slums of the innercities are populated very heavily by minority groups, althoughit is important to remember that even in urban areas, the ma-jority of the poor are white. Negroes, Puerto Ricans, andMexican-Americans do, however, inhabit slums in large numbers,especially in relation to their percentage of the total popu-lation. In previous generations, the tide of immigration car-ried Irish, Germans, Jews, Italians, Slays, and other groupsinto the same slums. Some remnants of these older ethnicgroups are still found in some of the slums. Except for Ne-groes, who have been in this country longer than most otherethnic groups, many minority group members have a languageproblem that makes their adjustment more difficult. When mi-nority group members venture out of their neighborhoods forjobs or housing, there is considerable likelihood that theywill meet discrimination -- one reason why they are more fre-quently confined to their neighborhoods than other city dwell-ers.

Community services in city slums - Although the slum neighbor-hood needs the best in community and social services, chancesare (in the typical area) that services are inadequate. Gar-bage is often not picked up regularly; streets are infrequent-ly cleaned; policemen are hard to find; schools are often old,overcrowded, and poorly staffed. Thus, efforts are needed notonly to help individuals one by one, but to develop betterneighborhoods and communities. This in turn means fosteringcommunity participation and building strong organizations ofneighborhood residents that can take action, exert pressure,and, hopefully, improve conditions.

The New Federalism. The crises in the urban and rural areas,the existence of poverty in the midst of plenty, the lack ofopportunity for disadvantaged youth, and continuing inequal-ities and discriminatory practices against members of minority

65

78

groups have led to an upsurge of social protest in recentyears. This outcry, as voiced by the Civil Rights Movement,is one of the important reasons for an increased activity bythe federal government on behalf of the poor and the disadvan-taged. The increased activity of the federal government incombating social problems has been referred to as the "NewFederalism."

There are important reasons for increased federal activity.First, the national government is the only branch of govern-ment with sufficient resources (taxing power) to finance wide-scale programs.

Furthermore, there is increasing recognition that social prob-lems, including the problems of the cities, are national ones.For example, many large cities are supporting more and morepeople on welfare. Many of the recipients are newcomers tothe cities who have been forced off the land as a result ofthe mechanization of Southern agriculture; or they are PuertoRicans unable to find suitable employment on the island. Cer-tainly, it is unfair to saddle the cities to which they migratewith the responsibility for solving social problems and prob-lems of adjustment that newcomers are bound to have.

In addition, the national economy profits from, and dependsupon, the residential mobility of the labor force, and shouldbe expected to assume responsibilities for some of the problemsand dislocations caused by migration. Increasing federal ac-tion does not mean that localities are not involved. An exam-ination of the new programs indicates a complex mixture ofparticipation by all levels of government.

Anti-Poverty Efforts. The phrase, "Economic Opportunity,"used to characterize many anti-poverty programs, is the nameof the 1964 Act that is the federal government's major andmost highly publicized anti-poverty effort. While many kindsof efforts, including preschool education, are relevant toeconomic opportunity, job training and employment are the mostimportant parts of many of the anti-poverty programs. It isthe purpose of most of these programs to make the disadvantagedmore employable by supplying them with educational and voca-tional training for jobs that do exist. But it is not at allclear that the disadvantaged can be trained to fill the jobsthat are available -- largely white-collar work requiring moreformal education than most poor people can easily or quicklyacquire. Employment following graduation from any of thesetraining programs has by no means been automatic. A numberof the economic opportunity programs provided for by federallegislation are discussed below. These programs are by nomeans a substitute for the employment agencies, vocational

79

66

counseling services, and other established programs to aidjob seekers and prospective workers.

Manpower Training - The Manpower Development and Training Act1PDTA) is administered by the various state employment ser-vices to provide classroom and on-the-job training for semi-skilled, skilled, office, and professional jobs. Public agen-cies and schools do most of the training, but private industry,unions, and other groups can also do it. Most MDTA programsinclude basic education as well as training on how to get a.job and keep it. The classroom program is usually set up as a"multi-occupational" project where unemployed or underemployedpeople receive training in a wide range of jobs and levels ofskill.

After such broad training, a trainee then chooses which specif-ic job he wants to train for. Some of the more popular courseshave been welding, nursing, stenography, and office work. Theon-the-job training programs usually do not supply basic educa-tion, but instead teach people how to do a job by actuallyhaving them work at it, starting with basic aspects of the joband then moving step-by-step toward doing the whole job. Afew programs have combined classroom and on-the-job trainingelements.

MDTA is designed to give priority to unemployed family heads,although one-fourth of the openings are typically availableto youths between the ages of 17 and 22 who have never workedbefore. Unemployed adults receive up to $10 more than theirunemployment insurance would be. The young people in the pro-gram are paid less. An MDTA training period may last up to 72weeks, but most run between 20 and 24 weeks.

Job Corps - The Job Corps was created under Title I of the Eco-nomic Opportunity Act. The Job Corps has been a highly publi-cized anti-poverty program open to unemployed youth between theages of 15 and 22 who have dropped out of schools, who havegraduated but cannot find or hold a job, who don't have skillsthat are in demand, or who cannot pass education tests for armyentrance.

Training is done by large private industries, colleges, states,nonprofit private groups, and federal conservation centers.Both basic education and skill training are offered.

The Job Corps, although it teaches urban employment skills aswell as conservation skills, resembles the Civilian Conserva-tion Corps of the 1930's in its offer of residential training.Trainees, receive food, board, medical care, and a small livingallowance; and, when they leave, $50 for each month they werein training. Training is full-time since a person is'alwaysnear his teachers and fellow students, and he is away from

8067

the noise, overcrowding, and perhaps, family troubles at home.However, many youths get lonely and/or find it difficult toreenter their usual family and social life after they leavethe Corps. Whether youth are really prepared for jobs thatare; and will continue to be, in demand has been continuallyasked about the Job Corps program.

The Job Corps has been highly criticized. Accordingly, it hasundergone a series of governmental cutbacks in funds duringthe past few years.

Neighborhood Youth Corps - This program has two parts. Itgives students jobs so they can stay in school and it provideswork experience to young people who are out of sthool..,Likethe Job Corps, it is a part of Title I of the Economic Oppor-tunity Act. Youths between 15 and 22 are eligible. They maywork for state or local governments, private nonprofit agen-cies, including unions, and community action agencies. Thework they do must in some way be a service to the public, pref-erably in jobs that will help poor people.

The Corps is administered by the Manpower Administration ofthe U.S. Department of Labor, and has four general types ofprojects: those in which students may work up to 15 hours a

week while going to school full-time; those in which unemploy-ed young people not in school may work up to 32 hours a weekfor up to two years; those in which unemployed youths going toschool part-time may work up to 32 hours a week; and summerprojects for students who may work up to 32 hours a week forsix to eight weeks. All youths receive at least $1.25 anhour. Most projects include basic education, job training,and counseling.

Economic Opportunity Loans - The EOL program was created byTitle V of the Economic Opportunity Act. It is operated bythe Small Business Administration, and provides for lendingmoney to low-income people so they can expand or start a smallbusiness in a poverty area. In addition to the loans, peoplemay receive training and technical assistance. These loanscan only be for profit-making businesses; cooperatives andnonprofit organizations are not eligible.

Work Experience - The aim of this program is to give unemploy-ed and low-income adults work experiences so that they willearn money and improve their chances of getting a regular job.Any adult on public assistance and parents of dependent chil-dren who are poor but don't qualify for AFDC can get thistraining. State public welfare agencies operate the work expe-rience programs or designate nonprofit private organizationsto operate them.

Little formal training is given; it is felt that many people

8168

need to learn good work habits before they get regular jobs,and so the program provides one or two years of paid work inpublic services. Projects usually provide personal counseling,special medical care, and other social services, such as daycare for the children. A few projects offer basic education,skill training, and job placement.

Operation Mainstream - This is primarily a work experienceprogram in small towns and rural areas for long-term unemploy-ed persons whose income is below the poverty level. Althoughanyone over 22 years of age can enroll , most people are over45. Mainstream programs can be run by community action agen-cies, private nonprofit agencies, and state and local publicagencies.

Most Mainstream projects have dealt with conservation andbeautification: improving parks and playgrounds, plantingflowers and trees, and making small repairs to community build-ings.

This program has also sponsored the Foster Grandparents Pro-gram in which older people help in day care centers, HeadStart programs, and schools.

New Careers - This is a program which grew from experiments inthe mid 1960's for the use of aides to assist professionals inthe delivery of special social and/or economic services. Be-cause the aides are usually from the same neighborhood andgroups as the clients, the aide is able to offer help in afriendly, relaxed manner that can bridge the gap between theprofessionals and persons on the receiving end of services.

Head Start - Head Start provides special educational instruc-tion for children before they enter kindergarten. The theorybehind the program is that disadvantaged children will be moreready for regular school if they have a prekindergarten pro-gram that compensates for their so-called "Cultural Disadvan-tages." Disadvantaged youngsters are to be exposed to thesame cultural stimulation as middle-class youngsters. It haslong been recognized that most preschoolers, advantaged ordisadvantaged, profit from nursery school .

There are three types of Head Start programs: short summerprograms for children going into the first grade; follow-through programs during the school year for children who werein a summer Head Start program; and full year programs forchildren not yet in school. Medical and social services areprovided to children and their families. Parents are expectedto take an active role in running the programs, and there isalso provision for the training of local people to work inthe programs.

82

69

Vista - The Volunteers In Service to America (VISTA) programwas created under Title VIII of the Economic Opportunity Act,and is administered by the recently created Action Agency.Volunteers live and work directly with low-income people, andassist in anti-poverty projects. Most VISTA volunteers arecollege students or recent graduates. But some volunteers arehighly-skilled teachers, laWyers, and community organizers.VISTA volunteers are paid a small sum by the federal govern-ment, and serve the communities free of charge.

Model Cities. "Improving the quality of urban life is themost critical domestic problem facing the United States." Withthis declaration, Congress launched the Demonstration Citiesand Metropolitan Development Act of 1966. Model Cities, asthis program is known, is the federal government's recognitionof the fact that cities of all sizes lack the ability, espe-cially the money, to deal effectively with the critical prob-lems facing them. It also recognized the need for "balancedcomprehensive attacks" on the inadequacies of education, em-ployment, health, safety, and physical condition of many ofour cities.

The goals and priorities of the Model Cities Act, as set outby Congress, were:

to plan, develop, and carry out locally prepared andscheduled comprehensive city demonstration programscontaining new and imaginative proposals to rebuildor revitalize large slum and blighted areas...and toaccomplish these objectives through the most effectiveand economical concentration and coordination of fed-eral, state and local public effort....

Conditions are growing worse in many urban slum neighborhoodsthroughout the country, while the nation as a whole is pros-pering. A few statistics from one of the major cities helpto show how great the problem is: of the 8,100,000 peopleliving in New York City, more than 1,700,000 live in the majorslum area. Nearly 1,000,000 other New York residents live inchanging neighborhoods which are threatened with deteriorationof housing, schools and community facilities. Nearly half thecity's families have incomes under $6,000 per year, and fullyhalf of these are living below the poverty line.

Federal grants are available to pay up to 80% of the cost ofplanning and developing comprehensive city demonstration pro-grams. Projects or activities may be funded totally underexisting federal programs, or existing programs can be supple-mented by special grants of up to 80% of the total nonfederalcontrution required. These supplemental grants are not ear-marked for any one specific project or activity, but can be

8370

used by the city to assist any activity included as part of

the demonstration program -- even those not supported by afederal program.

The Model Cities Law determines the eligibility of neighbor-hoods, and it limits the total impact in any one city to ap-proximately 10% of the population. The city chooses fromamong its eligible areas and then selects the programs thatare to be funded. A Model Cities Program should include abroad range of projects and activities designed to renew se-lected neighborhoods, both socially and physically. Plans

should include activities to rebuild, revitalize, or expandhousing, job, and income opportunities; reduce dependence onwelfare; improve educational facilities and programs; combatdisease and ill health; reduce crime and delinquency; enhancerecreational and cultural opportunities; establish better ac-cess between homes and jobs; and generally improve livingconditions for the people in the selected neighborhoods.

Medicare and Medicaid. The Medicare and Medicaid Amend-ments to the Social Security Act, passed in 1965, representeda basic cha3ge in the nations' social and economic policies.

Medicare is a type of social insurance combined with healthinsurance. There are two parts to the Medicare program: hos-pitalization insurance to help cover the cost of hospitaliza-tion and related care, and medical insurance to help with doc-tor bills and other health expenses. Most people over 65 arecovered by Medicare.

Medicare offers three kinds of benefits or assistance in pay-ing bills: those paid to patients while they are in the hos-pital; those for care in an institution after hospitalization,such as part-time nursing care, physical therapy, etc.; andoutpatient hospital diagnostic benefits, such as X-rays,bloodtests, etc.

The benefits under Medicare are not free. The patients, sincethis is a contributory insurance, have to pay part of the hos-pitalization costs, part of the extended care benefit, etc.

Medicaid, in contrast to Medicare, is not a social insuranceprogram, but is more like a public assistance program. Thefederal government grants funds to states to set up a programof medical assistance for the needy.

Medicaid invokes the concept of medical indigence. Recogni-tion is given to the fact that people may be able to handletheir ordinary everyday expenses, but not be able to pay formedical care. For example, a family of four may be gettingalong on $100 a week -- paying for their rent, food, clothing,

8 4

71

and other necessities. But they would be completely unableto handle an operation or even dental bills. With Medicaidit is possible for a state to develop a plan that providesfree medical care for families whose incomes are below thepoverty line.

The passage of Medicare and Medicaid can be viewed as a realbreakthrough - an extension of governmental concern into anew area of human welfare. It appears that federal involve-ment in this area will continue to increase during the nextdecade.

STUDENT 0Plan a speaker's program to permit resource people from

LEARNING VISTA, the Model Cities Program, MDTA, or New Careers to0ACTIVITIES visit the classroom.

o Meet with officers of local anti-poverty agencies intheir offices to discuss their organization's role inthe community.

OUsing a hypothetical government program as a model,develop a report on how you would determine guidelinesto evaluate its effect on local conditions.

OParticipate for one or two days in the work of a localanti-poverty program which is federally funded.

OPrepare a five minute speech about a specific federalprogram being implemented in the community.

o View films, A People's Thing or Unseen Suburbia.

TEACHER Collect and make available to students informationMANAGEMENT on federal programs to achieve social change.ACTIVITIES

Assist students to plan a balanced speaker's programby identifying appropriate resource people who mightbe available.

o Arrange for brief field experience for students witha local anti-poverty agency or program.

o Assign class a social action project which will enablestudents to see the results of social and/or economicwork in a community.

RESOURCES Outskirts of Hope, Westinghouse Learning Corporation, (Audio-Cassette, 8 pieces, purchase, $44.00), 1970.

85

72

A Peoples' Thing, NBC Educational Enterprises, (Film, 27minutes, color, purchase, $330.00), 1970.

In Rural Poverty, The National Mission, United PresbyterianChurch, 1970.

What's the Answer to Slums, Institutional Cinema, (Film,15 min., color, rental, $6.00), 1969.

Sound of Poverty, United Methodist Board Mission, (AudioTape Reel, purchase, $ 75), 1970.

Unseen Suburbia, NBC Educational Enterprises, (Film, 17minutes, color, purchase, $240.00), 1970.

8673


INSTRUCTIONAL 1. Ability to discuss the general nature of the dutiesOBJECTIVES performed by workers in the field of social and

economic services.

CONTENT

2. Ability to compare and contrast the general dutiesof workers in the various aspects of social andeconomic services.

3. Ability to describe the duties of workers in public,antipoverty, and private agencies.

Role of Workers in Social and Economic Services. Developmentof a more complex urban society has greatly increased the needfor organized social and economic services. Workers in thesocial and economic services provide the link between publicservice organizations, and individuals and families who arenot able to provide for themselves or who need assistance insolving their problems.

There are several types of organizations, the approaches ofwhich are reflected in three basic methods of social and eco-nomic practice: casework, group work, and community organiza-tion. Obviously, a worker may use all three methods, butfrequently a job title reflects only the primary method used.

Duties. Professional and pre-professional caseworkers attemptto identify the social and economic needs of individuals andfamilies through interviews. They aid them in understandingtheir problems and in securing such necessary services asfinancial assistance, foster care, and homemaker service.

87

74

Group workers help people through group activities to under-

stand themselves and others better, and to work with othersto achieve a common goal. They plan and conduct activitiesfor children, adolescents, and older persons in a variety ofsettings, including settlement houses, hospitals, homes forthe aged, and correctional institutions.

Community organization workers help plan and develop health,housing, welfare, and recreation services for neighborhoodsor large areas. They often coordinate existing social ser-vices and organize fund raising for community social welfareactivities.

The majority of workers in social and economic services pro-vide assistance, as indicated, directly to individuals, fam-ilies, or groups. However, substantial numbers perform exe-cutive, administrative, or supervisory duties, or act asteachers in educational institutions, research workers, orconsultants. The wide range of services provided is suggestedby the descriptions of the principal areas of concern:

Family Service - Workers in family service positions in Stateand local governments and voluntary agencies provide counsel-ing and social services that strengthen family life and helpclients to improve their social functioning. They also advisetheir clients on the constructive use of financial assistanceand other social services.

Child Welfare - Workers in child welfare positions in govern-men and voluntary agencies attempt to improve the physicaland emotional well-being of deprived and troubled childrenand youth. Their services include advice to parents on childcare and child rearing, counseling children and youth withsocial adjustment difficulties, arrangement of homemaker ser-vices during a mother's illness, institution of legal actionfor the protection of neglected or mistreated children, ser-vices to unmarried parents, and counseling of couples who wishto adopt children. They may place children in suitable adop-tive or foster homes or in specialized institutions.

Education - Workers employed by schools aid children whose un-satisfactory behavior or progress in schools is related totheir social problems. These workers consult and work withparents, teachers, counselors, and other school personnel inidentifying and seeking solutions to the problems that hindersatisfactory adjustment.

Health - Workers employed by hospitals, clinics, health agen-cies, rehabilitation centers, and public welfare agencies aidpatients and their families in the solution of social problems

88

75

accompanying illness, recovery, and rehabilitation. Theyusually function as part of medical teams which also includephysicians, therapists, and nurses.

Some workers provide services to patients in public mentalhealth hospitals, centers or clinics._ They develop.and reportinformation on the patient's family and social background foruse in diagnosis and treatment. They help patients respondto treatment and guide them in their social adjustment totheir homes, jobs, and communities. They have particular re-sponsibility for helping the families of patients to under-stand the nature of the illness. Such workers also partici-pate in community mental health programs concerned with theprevention of mental illness and readjustment of mental pa-tients to normal home and community living.

Salaries. The salaries of social and economic service workersvary with the type of agency, geographic location, and levelof employment. The average salary at entry level for a pre-professional is $4,000 per year, while the mid-career averageis $5,300 per year. The average beginning level salary for aprofessional is $7,300 per year; the top average is $11,800per year.

STUDENT 0Develop a short comparative report on the duties of work-

LEARNING ers in social and economic services, and compare them withACTIVITIES own interests and abilities.

O Select one or more of the areas of social and economicservices, and determine the local entry level jobs avail-able.

ODevelop a list of experiences and/or types of trainingthat would enable a person to make rapid progress on ajob in social and economic services.

Listen to audio-tape Interview With a Social Worker.

ODiscuss with friends, relatives, etc., the experiencesthey have had with preprofessionals and/or professionalsin the field of social and economic services.

OVisit a local civil service office and study the types ofjobs available in social and economic services, with entrysalary and duties.

ODiscuss with students with similar interests the duties ofworkers in a specific job family in social and economicservices.

89

76

TEACHER

MANAGEMENT

ACTIVITIES

RESOURCES

o Divide class into three or four groups and assist eachgroup to prepare a presentation detailing the duties ofspecific workers in social and economic services.

o Arrange for field trip to visit a local social welfareagency.

o Arrange a display concerning the mission of local socialwelfare agencies.

o Organize a discussion on the major tasks of social andeconomic service workers. Define and discuss the threemain categories of duties in detail to include: casework, group work, and individual work.

Social Service and the Social Worker, Eye Gate House, (Film-strip, purchase, $5.25), 1970.

Interview With aing, (Audio Reel

Social Worker, Imperial International LearnTape, purchase, $5.50), 1969.

The Interior Life of the Social Worker, Catholic Universityof America, 1956.

So You Want To Be A Social Worker, Periman, H.H., Harper andRow, 1962.

Nonprofessionals In the Human Services, Grosser, C., et.al.,Jossey-Bass, Inc., 1969.

Social Worker, Universal Education Visual Arts, (Film,color,lrminutes, purchase, $209.00), 1967.

90

77

Unit 6 Profile and Recommended Qualifications of Workers

INSTRUCTIONAL 1. Ability to discuss the recommended qualifications of aOBJECTIVES worker in the social and economic services, including

age, education, and background.

2. Ability to evaluate his own qualifications and comparethem with the recommended qualifications required forentry level jobs.

CONTENT Restructuring of Social and Economic Services. During thepast three years, there has been a gradual restructuring ofrequirements for entry level jobs in the social and economicservices. Until recently a bachelor's degree, preferably insocial welfare, was the minimum educational requirement forbeginning jobs in this field. This is still generally true,but more and more of the job duties which were assigned toprofessionals are now being given to preprofessionals. Suchjob restructuring is resulting in more jobs for high schoolgraduates in social welfare.

Education. As stated, possession of a bachelor's degree isgenerally required for employment at the professional level;in addition, the academic training must frequently be in spe-cific areas of instruction.

Social and economic workers at the professional level may en-counter a wide range of training and experience requirements.Some agencies accept completion of a two-year graduate curric-ulum in a recognized school of social work, including super-vised field work; others accept a year of graduate study insocial work plus a year of paid experience in a specific phaseof social work; and others will accept a year of graduate studywith no experience, provided that the academic field work as-signment is in an appropriate specialized setting. In general,

78

the possession of a master's degree in social work is the min-

imum requirement for attaining professional status in casework and social group work.

Many community organizations related to antipoverty programsrequire a minimum of the bachelor's degree, plus successfulexperience in working with minority groups, the disadvantaged,and the hard-core unemployed. Occasional opportunities existin "out-reach" programs for persons with as little as twoyears of college who possess practical experience in disad-vantaged target areas.

Due to the rapid expansion of the social and economic ser-vices, coupled with a shortage of professional level exper-tise, the use of aides at a preprofessional level is becomingincreasingly common. Because focus is on the needs of specif-ic groups or geographic areas, the formal educational attain-ment is becoming less important than a person's attitudes,values, and willingness to work. In general, younger aidesare high school graduates. Older people employed as aideswho are not high school graduates are frequently enrolled inG.E.D. programs.

Personal Qualifications and Aptitudes. An individual inter-ested in social and economic services work should have ahealthy interest in people of different ages and backgrounds.He should show a capacity for positive relationships, self-discipline, and eagerness to learn and to apply knowledge topractical situations.

The following abilities are of key importance: an awarenessof, and consideration for, the feelings of others; willingnessto form and sustain working relationships; willingness to ac-cept other points of view without rancor; capability in han-dling unexpected or unpleasant situations; and the ability toplan a realistic program of work, to follow through on assign-ments, and to accept the discipline of study and work.

Few individuals have all these abilities, but if a person hasmost of them, there is a likelihood he will enjoy, and be suc-cessful in, the social and economic services.

STUDENT ° Study and discuss material on education, aptitudes, and

LEARNING values required of a worker in the social and economicACTIVITIES services.

° Interview at least two preprofessionals and prepare a"profile" describing their age, education, background,etc.

79

7 ;92

° Analyze own qualifications and compare with the recom-mended requirements for a preprofessional in the socialand economic services.

TEACHER0

Gather materials for student use concerning age, educa-MANAGEMENT tion, and qualifications for social and economic servicesACTIVITIES workers from local social welfare agencies, Department of

Employment, or State Employment Service.

0Arrange for students to individually interview one or twopreprofessionals and report their findings back to theclass.

0Provide opportunity for small group analysis and compari-son of student's own qualification for employment as asocial and economic services worker.

RESOURCES Social Welfare As a Career, National Welfare Assembly, Inc.,1966.

Employment Outlook for Social Servic' Workers, U.S. Departmentof Labor, Bureau of Labor Statistics, U.S. Government PrintingOffice, 1968.

New Careers for the Subprofessional, U.S. Government PrintingOffice, 1970.

80

93-

Unit 7 Career Lattices and Employment Prospects

INSTRUCTIONAL 1. Ability to identify at least five preprofessional entryOBJECTIVES level jobs in social and economic services.

CONTENT

2. Ability to construct a typical career lattice for atleast one of the job families in social and economicservices.

3. Ability to identify at least three sources of informationand statistics concerning the employment outlook for thefield of social and economic services.

Typical Career Lattices. There are three clearly identifiablecareer lattices in social and economic services. The latticesshown in Figures 3, 4, and 5 are based on large social welfareor employment organizations. Accordingly, the number of posi-tions might be reduced in smaller organizations. While thecareer lattices emphasize preprofessional jobs, they also in-clude professional positions.

These career lattices illustrate possible opportunity in theareas of the employment or social services. The positions il-lustrated implicitly include tasks which deal with assistance,counseling, and social rehabilitation.

Employment Outlook. It is estimated that approximately 1.2million people are employed in the field of social and'eco-nomic services. A recent survey shows this field to be grow-ing at a rate of 6% per year.

At present, there is a shortage of well-qualified workers inthe social, economic, and employment services, which is ex-pected to continue through the next decade. This is due, in

81

94

SOCIAL WORKER

WELFARE WORKER

WELFARE WORKER AIDE

CASE WORKERREPRESENTATIVEI

Figure 3 - Typical Career Lattice - Social Welfare Workers

ISOCIAL WORKER

COMMUNITY ORGANIZATION WORKER

NEIGHBORHOOD WORKER

NEIGHBORHOOD INFORMATION AIDE

Figure 4 - Typical Career Lattice - Community Organizations

EMPLOYMENT OFFICER

FLAWS CLERK I CLERK

EMPLOYMENT AIDE

Figure 5 - Typical Career Lattice - Employment Se,wice Workers

82

part, to the population increase, and in part to the multi-plication of problems facing each individual because of in-creasingly rapid and complex industrial developments, and themounting pressures of urban crowding.

Industrial changes often hit the labor market with sudden im-

pact, obsoleting certain occupations within only a few years.Many of the newer occupations require a higher degree of skillthan is characteristic of traditional occupations. Many indi-viduals in the labor market today may have to retrain them-selves several times during their wor'ing lives to meet chang-ing occupational requirements. Such widespread changes in thecontent of jobs make the role of the social service and employ-ment workers essential, since many individuals cannot make oc-cupational adjustments without some kind of assistance.

In response to the accelerated trend of job obsolescence andto the increasingly complex job-entry requirements, governmentprograms (Manpower Development and Training, Youth Job Corps,Youth Opportunity Centers, Economic Opportunity Centers, andMulti-Service Centers) are emphasizing the useful role thesocial and economic workers can play in helping people.

Sources of Employment Information and Statistics. Several ex-cellent sources offer up-to-date information about work oppor-tunities in the fields of social and economic services. Thetexts Careers in Social Work and the Occupational Outlook Band-book are two excellent sources.

The following organizations also have material concerning em-ployment in these fields:

American Personnel and Guidance Association1605 New Hampshire Avenue, N.W.Washington, D.C. 20009

American Psychological Association, Inc.Division of Counseling Psychology304 East 4Sth StreetNew York, New York 10017

U.S. Department of Health, Education, and WelfareOffice of Education, Guidance, and CounselingPrograms Branch, Washington, D.C. 20202

National Commission for Social Work Careers2 Park Avenue

New York, New York 10016

96

83


o Discuss career possibilities and requirements 'For employ-

ment in the field of social and economic services.

O Use the Dictionary of Occupational Titles and describeat least one entry level job in social and employment

services.

O Discuss with a social service worker the type of job withwhich he started and the better positions to which hemight aspire.

O Construct a typical career lattice for a job family in alocal social or economic service agency.

OWrite a short summary of employment projections in thesocial and economic services.

TEACHER ° Prepare, with student assistance, a file of statisticsMANAGEMENT concerning the employment prospects for jobs in the social

ACTIVITIES and economic services.

o Arrange for small group discussion on employment goals anda comparison of these goals with the employment outlook ineducational services.

o Arrange for students to visit a local social welfare agen-cy or employment office for them to meet with preprofes-sional and professional staff.

RESOURCES Encyclopedia of Social Work, National Association for Social

Work Careers, 1965.

Careers in Social Work, National Association for Social Work

Careers, 1967.

Counselors, Supply, Demand, Need, American Personnel andGuidance Association, 1970.

New Career Opportunities, Popular Science, (Filmstrip, color,purchase, $6.00), 1968.


9784

EDUCATIONAL SERVICES

98

85

Section 3


UNIT 1 NATURE OF THE FIELD


CONTENT

A Field in TransitionMajor Job Families



RESOURCES

UNIT 2 BASIC INTRODUCTION TO EDUCATIONALSERVICES


CONTENT

Overall General Objectives ofEducational Services in aDemocratic Society

Educational OrganizationsRole at Local, State, and

National LevelsChanging Role of EducationOrganization of Public Education

in the American School SystemVertical Structure of Public

EducationMajor ConceptsAdult and Continuing EducationFinancing Public EducationThe Superintendents RoleThe Principal's RoleProblems and Unmet Needs in

EducationFunctions of LibrariesAudio-Visual Equipment and Machines



RESOURCES

UNIT 3 FUNCTION AND DUTIES OF WORKERS


CONTENT

Role of Workers in EducationalServices

Preprofessionals in SchoolsLevels of WorkProfessional Workers in LibrariesPreprofessionals in LibrariesSalariesConditions

87 STUDENT LEARNING ACTIVITIES

87 TEACHER MANAGEMENT ACTIVITIES

87 RESOURCES

UNIT 4 PROFILE AND RECOMMENDED QUALIFICA-TIONS OF WORKERS


CONTENT

88

88

89

91

91

91

99

101

101

103

103

103

9,Q

86

Age LevelEducational LevelAttitudes and Values



RESOURCES

UNIT 5 CAREER LATTICES AND MOBILITY


CONTENT

Entry Level JobsTypical Career Lattices



RESOURCES

UNIT 6 EMPLOYMENT PROSPECTS


CONTENT

Employment OutlookUse of PreprofessionalsSources of Employment Information

and Statistics

107

107

108

110

110

110

111

112

112

113

113

113

116

116

116

117

117

117

STUDENT LEARNING ACTIVITIES 118

TEACHER MANAGEMENT ACTIVITIES 119

Section 3EDUCATIONAL SERVICES


INSTRUCTIONAL 1. Ability to identify two major changes occurring in theOBJECTIVES field of educational services and to be able to discuss

their implications.

2. Ability to identify the major job families in educationalservices as well as to describe the nature of the workfor each.

CONTENT A Field in Transition. Educational services is one of the ma-jor fields in public service. It is estimated that over fourmillion people are employed at a professional or preprofes-sional level in this field, with additional thousands of work-ers employed on a part-time basis.

The entry of preprofessional personnel into this field is anew phenomenon, with wide-spread support from professional or-ganizations and civil service agencies. This dramatic changein personnel interrelationships is expected to result in sub-stantial differences in the staffing pattern in schools andlibraries. Preprofessional personnel help to relieve theteacher, the librarian, and the museum curator from adminis-trative, clerical, and noninstructional tasks, and providethem with more time to devote to their professions. In addi-tion to this, however, the preprofessional personnel offer newtalents, fresh views, and supplementary services which aid inmeeting the educational needs of individuals.

Major Job Families. Educational services incorporate the ma-jor job families of education and libraries; in addition, mu-seums make up an important but smaller category, with require-ments, opportunities, and salaries largely overlapping thoseof education and libraries. For this reason, this section will

10087

concentrate largely on the two major categories.

Teaching is the largest of the professions. About 2.6 millionmen and women were full-time teachers in the nation's elemen-

tary schools, secondary schools, and colleges and universitiesin the 1970-71 school year. In addition, thousands taughtpart-time; among them were many scientists, physicians, ac-

countants, members of other professions, and graduate students.Similarly, large numbers of craftsmen instructed part time invocational schools. Many other people taught in adult educa-tion and recreation programs.

In 1970, about 125,000 persons were employed as professionallibrarians. Librarians are generally classified by the typeof library in which they are employed: public library, schoolmedia center, college and university library, or special li-brary. School librarians accounted for more than 2/5 of alllibrarians; public librarians represented nearly 1/4; librar-ians in college and universities accounted for 1/5; and thoseemployed in special libraries (including libraries in govern-ment agencies), 1/7.. Some librarians were employed in correc-tional institutions, hospitals, and state institutions. A

small number of librarians were employed as teachers and admin-istrators in schools of library science. Most librarians workin cities and towns. Those attached to bookmobile units servewidely scattered population groups, mostly in suburban or ruralareas.

Generally speaking, these three job families are concerned withthe development of individual competencies and intellects, andrelate to the performance of duties in support of teachers,educational administrators, librarians, and museum curators.People working in educational services are expected to be com-petent in a broad range of duties related to the specific jobfamily (as more explicitly discussed in Unit 2 of this sec-tion).

STUDENT ° Construct a chart showing the rate of employment in theLEARNING educational services between 1960 and 1970.ACTIVITIES


o Define the following terms: job family, educational ser-vices, and job.

o Describe the field of educational services, pointing outthe reason it is in a state of transition.

o Have students in small groups discuss the three job fami-lies.

88

101

RESOURCES

o Subscribe to publications distributed by the State Employ-ment Service concerning the educational services occupa-tions.

o Provide guidance and instructional materials for construc-tion of a chart or graph-to show the employment rate be-tween 1960 and 1970 for the educational services.

o Prepare and make available to students a file of data onemployment information in the educational services.'

Dictionary of Occupational Titles, U.S. Department of Labor,U.S. Government Printing Office, 1965.

Occupational Outlook Handbook, Bureau of Labor Statistics,U.S. Department of Labor, 1970-71.

Meeting Critical Shortages of Classroom Personnel, U.S.bepartment of Health, Education, and Welfare; U.-S. GovernmentPrinting Office, 1970.

Careers in Education, National Center for Information onCareers in Education, 1971.

The Real World of the Beginning Teacher, National EducationAssociation, 1966.

Teacher, Simon and Shuster, 1969.

So You Want to Be a Teacher, Harper & Row, 1964.

This Is Teaching, Scott Foresman, 1968.

To Be a Teacher: An Introduction to Education, Prentice-Hall,1969.

Teachers: Professionals in Public Service, Interstate PrintPublisher, 1969.

The Teacher and School Organizations, Prentice-Hall, 1966.

Teachers in Our Big_ City Schools, B'nai B'rith, 1969.

Teachers and Teaching, Penguin Books, 1969.

Auxiliary School Personnel, National Education Association,1967.

Teachers Aides: A New Opportunity, U.S. National A-V Center,(Film, black and white, 21 min., purchase), 1969.

89

102

An Effective Teacher-Aide Program, George A. Pflaum, 1970.

Some Day I'll Be a Librarian, Hawthorn Books, 1969.

Librarian, ARCO Publishing, 1967.

Introduction to the Library, Eye Gate House, (Filmstrip, col-or), 1970.

Library Story, Encyclopedia Britannica, (Film, color, 15 min.,purchase), 1969.

Introduction to Librarianship, McGraw-Hill, 1968.

Behind These Doors: Science Museum Makers, Rand McNally,1968.

10390

Unit 2 Basic Introduction to Educational Services

INSTRUCTIONAL 1. Ability to demonstrate knowledge of educational organiza-OBJECTIVES tions and their roles at the different levels by being

able to identify at least four general objectives of edu-cation.

CONTENT

2. Ability to explain the components and the structure ofpublic education in the United States.

3. Ability to discuss several of the major issues confrontingthe unmet needs in education to include knowledge of thefinancing of public education and the roles of the Super-intendent and the Principal.

4. Ability to identify the various types of libraries, explaintheir functions, and typical organization.

Overall General Objectives of Educational Services In a Demo-cratic Society. Educational services primarily aim to ensurethe opportunity for all the people to have the skills andknowledge necessary to keep our democratic system of govern-ment working. A second major objective of educational servicesis to provide a person with an opportunity for continuinggrowth and development in the acquisition of new skills andknowledge. Lastly, educational services aim to provide theopportunity to help each person achieve his fullest potential.

Educational Organizations. Since 1918 every American statehas followed a compulsory school attendance law. The communi-ties are obliged to provide safe schools for the education ofthe children. The operation of special classes for partiallyblind, deaf, retarded, and subnormal children have been warran-ted in most areas.

104

91

The educational organizations are made up of elementary schools,junior high schools, senior high schools, junior colleges, col-leges, universities, and vocational training schools. The pub-lic accepts the ever-expanding roles of our schools in meetingsociety's needs. Although we have no national school system,the structures and curricula of the various state educationalsyttems are remarkably similar, with the result that we havenow an orderly plan of state public school systems that provideeducation for all.

Role At Local, State and National Levels. The role of educa-tional services at the local level is to provide the studentswith a record of basic information about their work as prepro-fessionals, their community, and continued education. The in-troduction of aides into schools is part sof an effort to im-prove the schools in one's community. Each student will under-stand how the operation of the school system relates to broaderissues affecting him and his community.

At the state level, educational services give the student theopportunity to become a better citizen. By obtaining moreeducation the student will understand the responsibilities andgoals of the society he lives in and this will enable him torespect the laws of the land and work to make his communityand state better. Educational services enable the student tounderstand the structure of the American school system and hisplace in it. Educational services give each student more edu-cation, which in turn provides the tools a person needs to con-trol his life and his relationships with people. An educatedperson is not likely to become a "loser" in life; he can findbetter jobs and manage his home life and finances, with theresources to enjoy his leisure time.

Changing Role of Education. As our society and culture change,the role of education must change. Schools are expected toachieve a wide range of goals in preparing citizens to conservethat which is good in our democratic society, and improve thatwhich is not. Two new types of schools came into being duringthe 20th Century - the Junior High School and the Junior Col-lege. The idea of the Junior High School began with the effortto improve the elementary school curriculum. The elementaryprograms needed to be shortened and enriched, and hence highschool courses began in seventh grade. The Junior Collegebridges the gap between high school and college, or providesadvanced vocational training.

By the 20th Century, the American frontier had almost disap-peared; simultaneously, the United States was developing intothe greatest industrial nation in the world. These changes inour national economy assigned a new and enlarged responsibility

92

105

to our educational system. Elementary, secondary, and terti-

ary schools evolved.

As the industrial revolution created the need for better pro-vision of specialized training in the handling of machines,vocational training programs spread. The Smith-Hughes Act of1917 provided for federal funds to assist the states in settingup courses in agriculture, home economics, and industrial arts.Vocational high schools soon sprang up everywhere in big citiesand on a regional basis in many counties, and the G.I. Bill ofRights encouraged the extension of this training into the adultyears.

Organization of Public Education In the American School System.Public education has always been considered primarily a statefunction, although it has been greatly assisted by the federalgovernment.

The Federal Government's Role. The Federal Educational Agency,authorized in 1867, and now called the Office of Education, wasformed with specific responsibility for education. The funda-mental purposes of this office are: to collect and analyzestatistics and facts; to administer grants; to advise on schoolorganization, administration, and methods of teaching; to im-prove the teaching profession; and to promote international re-lations in education.

The U.S. Office of Education has principally encouraged publiceducation through federal grants and grant of land; many pro-grams in school districts are paid for by federal funds. In

addition to grants, there has been a growing list of federalactivities in education, such as the Smith-Hughes Act of 1917,which provides federal aid for vocational work in the publicschools; the Vocational Rehabilitation Manpower Developmentand Training Act of 1962, and so on.

The State's Role -n_Rducation. The state's educational organi-zations are usually composed of a State Board or Council ofEducation which is a policy-making body; a Superintendent ofEducation, who furnishes leadership for his state's education;and a State Department of Education or Public Instruction,which consists of competent staff who provide service and lead-ership in education.

The County or other Local Agency as Policyfiakers. The nextsubordinate governmental unit in the United States is the

county. It usually includes a County Board, which is a unitfor the support and control of education. The powers andduties of a County Board may include: the election of a Coun-ty Superintendent of Schools; the determination of educationalpolicies for the county; the prescription of rules and

93

106.

regulations for the conduct and management of schools; and thecontrol and supervision of public school systems through theCounty Superintendent and his professional assistants.

In a few states the township is the local policy-making bodyfor school administration (as in Pennsylvania, Indiana, andNew Jersey). The township is essentially a rural unit of gov-ernment, and has the same powers and duties as a County Board.In some states the town is the educational unit (mainly in NewEngland), with the same powers and duties as other school dis-tricts.

The local school district is a unit for educational administra-tion. It was often created around elementary schools. Sep-arate high school districts were organized (as in California,Arizona, Michigan, etc.). The local school districts generallyinclude a Board of Trustees or School Directors, with powersto operate the schools. Often a city is set up as a separatecity school district because of the concentration of wealthand the complexity of the organization required in cities.Large numbers of personnel are found in the bigger districtsunder the professional direction of a Superintendent of Schools.A lay board of education, which chooses all personnel, deter-mines policies, and provides directive powers, directs the en-tire system.

Other type of districts may include certain municipal units inthe school district, such as in California. In New England andNew York, a Supervisory unit may be found, acting as sort ofan intermediate unit between the state and the local district;it is usually formed from two or more local units or schooldistricts. Merged or consolidated districts are merely theresult of the merging or grouping of small districts intolarger and more efficient ones (as in Pennsylvania).

Vertical Structure of Public Education. The main divisions ofpublic education system are Pre-elementary, Elementary, Sec-ondary, and Higher Education.

Pre-elementary education, including the nursery school (agesfrom 18 months to 4 years) and the kindergarten (children be-tween 4 and 6 years). There are four main types of nurseryschools - public, private, parochial, and federally financed.The nursery schools give great attention to-the psychological,emotional, social, and moral development of the child. Kinder-gartens are public, private, or church supported. They serveas a transition between home and school, and stress "readiness"for school. The child's emotional, social, and moral develop-ment is given particular attention.

Elementary education, covering grades 1 through 6, or 1 through7, caters to children between the ages of 6 to 12 or 14.

94

1A,°7

The elementary schools are usually divided into a primary unitK (grades 1 through 3), an intermediate unit (grades 4, 5, and6), and the upper grades, 7 and 8. Another recent approach is

to establish a "4-4-4" plan, on which the first four years arethe elementary school, the second four years are the middleschool," and the last four, the high school.

There is, however, an increasing tendency to disregard grades,and to consider the primary and intermediate units as separateentities. Under this system, the child would progress throughthe primary unit as rapidly as his abilities would permit.

The sizes of elementary schools vary, and depend on the popula-tion and needs of the district. As a result of consolidationand merger of school districts, small one-teacher schools aredisappearing, and large urban schools are taking their place.

Secondary education covers grades 9 through 12 (in some south-ern states it has included grades 8 through 12), and is espe-cially tailored for the years of adolescence. It can bedivided into senior high school - usually grades 10, 11, and12, and junior high school - grades 7, 8, and 9. There aresome regional variations. Secondary education consists alsoof specialized schools - technical, vocational, continuation,evening high schools, etc.

Major Concepts. Varying organizational modifications have beenintroduced into schools such as: Ability Grouping, Departmen-talization, Individualized Instruction, "Core Instruction,"Team Teaching, and Independent Study.

Adult and Continuing Education. Continuing education is pro-vided by several institutions: the Junior College, the Com-munity College, the technical institute, and the adult highschool programs. Adult education programs are carried on bylocal school districts; community organizations, (YMCA, YWCA,Boy and Girl Scouts, etc.); nonprofit cooperative groups (suchas the Institute of Lifetime Learning in Washington, D.C.);programs carried on by colleges and universities both on andoff the campus, and through the medium of television; museums,libraries, etc.; churches and other religious groups; and cor-porations and labor unions.

Financing Public Education. Local property taxes pay more thanhalf the cost of operating the nation's schools, and the stategives some additional assistance. Aid from the federal govern-ment offers grants for institutional materials, teacher trainingprograms, guidance and counseling, vocational education, etc.

95

1.'08

Middle and upper income communities often engage in restrictivezoning in order to discourage multiple dwelling units and mainsubdivisions. These could bring a larger ratio of children toassessed property, and would therefore further increase prop-erty taxes. Difficulties faced by ethnic minorities and low-income families in finding adequate living and housing condi-tions are further compounded by zoning.

The enrollment and daily attendance of pupils in the schooldistricts affect the budgets allocated by the states to theschool districts.

The Superintendent's Role. The role of the Superintendent in-cludes: initiation and execution of policies for the govern-ment of the schools; nomination or recommendation of all super-visors, teachers, and other school employees; administrationof all instruction and management of all pupils; developmentof curriculum and the improvement of instruction either direct-ly, or through principals, supervisors, or staff committees;and recommendation of textbooks, instructional supplies, andschool equipment.

The Principal's Role. The role of the Principal includes: con-tinuous study of the school and its program, its needs, andits relations with its community; information and instructionconcerning the needs and tasks of the school through his per-sonal activity in the school and in the school neighborhood;promotion of the functioning of school government democrati-cally in all aspects of the school operation; representation

of the school, the activities, and program to the parents ofchildren in the school, and to the general public in the schoolneighborhood; constant evaluation of the state of school publicrelations, and planning for improvement; responsibility to theSuperintendent for the continuous maintenance of quality incurriculum and effectiveness in instruction, and for keepingup his buildings and supplies; and concern with building plan-ning, attendance records, administration of health service,management of classroom teaching, and guidance programs.

Problems and Unmet Needs in Education. Public education isbeing increasingly scrutinized and evaluated by the public.Equality of instructional opportunity; curriculum; teacherpreparation; teacher organization; federal aid to education;religion and its role in the schools; the length of the schoolday and year; new approaches to financing schools; implementa-tion of civil rights decisions by the county or school dis-trict; new approaches to the education of the culturally de-prived and other special groups of children; and many otherimportant problems and issues are being studied, and solutions

96

100

are being sought in school districts throughout the nation.

The Libraa. There are numerous types of public and privatelibraries, including:

Public libraries, offer fiction and reference books. They areopen to residents of a community, and are supported by publicfunds.

County libraries, which are usually referred to as branch li-braries for the community.

State libraries, which are maintained by state funds and con-tain specialized selections of materials made by staff members.

School libraries, which provide instructional, general, and cul-tural reading material for the schools. These are establishedand financed by the school district.

College libraries, which keep instructional and research mate-rial, and books for faculty and students.

Special libraries, which provide material for special organiza-tions, such as trade groups or professional groups.

Functions of Libraries. The main functions of libraries in-clude: having books available; preparation of material andbooks in the library for ease of selection; providing serviceto library users; and helping library users in use of cardcatalog, reference books, and other available materials.

Organization of Libraries. A main objective of the organiza-tion of libraries is to provide adequate space and facilitiesfor library staff to do library work. Floor space and equip-ment are needed for: keeping files; buying books and materi-als; inspecting incoming books; returning and exchanging mate-rial; preparing payment for bills; and checking and orderingperiodicals. Equipment is needed for desk space to work on,and includes typewriters, file for correspondence, office ma-chines, duplicating equipment, etc.

Major Tasks. Seven major tasks are performed by library work-ers tending to cut across the various types of libraries. Gen-erally, these tasks may be grouped as:

Book Selection. The types of books, periodicals, and repre-sented publishers will differ as the types of libraries differ.

97

:PO

Each publication and the number of copies needed in each li-brary must be carefully chosen by the librarian.

Book processing, which includes the structure of the book andthe handling of books. The structure of the book includes thebinding, the preliminary pages, the text of a book, the lastpart of the book - the reference material.

Classification. Books are classified to permit easy quick lo-cation in the library. Characteristics of classification in-clude an orderly system for arranging books on shelves; a sim-ple system for locating a subject on the library shelf; abrief, but easy-to-understand, number for each book; a symbolsystem to make returning books to a shelf simple; a system pro-viding an easy method of charging books to borrowers; and analphabetical index (card catalog) for ease of finding and usingbooks.

Cataloging. Books are sorted, marked, and grouped together onthe library shelves, so that the reader may save time in se-lecting and finding his material. Call numbers (symbols thatidentify the book) are marked on the spine of the book. TheDewey Decimal System is used widely for classifying and cata-loging books, before they are put on the shelves. In thissystem, the subject must be known (main classification), theform in which the subject is treated (standard subdivision),and into which group the subject falls (secondary summary ta-ble). The Dewey Decimal System is broken down into furthersubdivisions and subsections. All this information is gatheredand printed on catalog cards. Other systems of classifyingbooks include the Library of Congress System, the Cutter Tables,and other systems.

The card catalog is an alphabetical index to the library, ar-ranged on cards in card-catalog trays. These cards are mainlygrouped as author, title, subject, cross reference, and ana-lytic cards.

Circulation Procedures. Each book has a book envelope intowhich is placed a book card; this is used when a borrower takesa book from the library. In school libraries the borrower'sidentification on the book card is his name and sometimes hishomeroom number. In public libraries the borrower has an iden-tification card which must be presented in order to borrowbooks. The purpose of the lending system is to maintain arecord of the book borrowed, to whom it is lent, and for whatlength of time.

Care and Handling of Periodicals. These items are stamped withthe library stamp of ownership. Some libraries use clear vinylcovers on the periodicals to protect them. Other libraries usea heavy tape along the inside cover margins and on top and

98

111


bottom to hold cover firm. A record card is kept with name ofthe periodical, date each issue is due, date subscription ex-pires, and space for checking each issue on arrival.

Audio-Visual Equipment and Machines. Audio-visual materialsinclude motion-picture projectors, chalk and display boards,records and record players, radio, television and sound sys-tems, opaque projection equipment, 8mm film loops, filmstrips,slides, microfilm, and microfiches. The basic machines inlibrary work include typewriters, Multilith, offset press,Mimeograph, Xerox, Cardmaster, phone and intercom, and addingmachines.

O Make a list of the leading educational organizations anddiscuss each one.

OParticipate in discussion on the role of educational ser-vices at the local, state, and national levels.

OWrite a short report on educational organizations andtheir role at the different levels.

OIdentify at least four general objectives of education.

OMake a list of the fundamental purposes of the Office ofEducation.

ODemonstrate knowledge of the powers and duties of the fed-eral government and the school districts by participatingin group discussion.

OStudy a chart on the vertical structure of public educationand make a list of its main divisions.

OPrepare a short oral report on one major concept of theAmerican school system and present it to your peers fordiscussion.

ORead file on adult and continuing education, and the pro-grams available in your local school district, and discussyour own needs in this area.

ODiscuss the financing of public education, stressing taxes,the effect of zoning, and the Average Daily Attendance(ADA) base.

OList the programs in your local schcol district which arepaid for by federal funds.

99

112

O Familiarize yourself with the boundaries of your localschool district and discuss the effect of zoning.

O Find out the number of people living in your school dis-trict, and the number of pupils going to public school inyour district. Make a list of these statistics, and dis-cuss the ADA base.

OMeet Principal from a local school and ask questions abouthis role and that of the Superintendent.

OList at least four activities of a Superintendent and fouractivities of a Principal.

OFamiliarize yourself with some of the problems and unmetneeds in education through discussion. Select one problemand write a short commentary on it.

OMake a list of the types of libraries and describe thematerials found in each.

OVisit a local library, observe the functions of the library,and discuss with the staff the duties they performed.

o Make a list of the functions of a library.

o Discuss the following major library tasks and their opera-tion:

book selectionbook processingclassificationcatalogingcard catalogcirculation procedurescare and handling of

periodicals

o Write a summary report on three major tasks of a library.

TEACHER ° Collect and make available to students information on edu-MANAGEMENT cational organizations.ACTIVITIES

o Provide information about the changing role of education,stressing the new types of schools and the evaluation ofschools.

o Collect and make available to students a file on the func-tion of the federal government and the types of localschool districts. Discuss the powers and duties of each.

113100

RESOURCES

OProvide a chart and discuss the vertical structure of pub-lic education.

OAssign to each student one major concept of the Americanschool system and have him prepare a short oral report onit to be presented to the class.

OProvide and make available to students a file containinginformation on adult and continuing education, and the pro-grams available in the local school district.

OCollect and make available to students a file on taxes,federal funds, local school budgets, etc.

OArrange to have a Principal from a local school speak tostudents and answer any questions they may have.

OArrange for students to visit a local library, meet thestaff, find out their respective functions, and observethe typical duties being performed.

1,

Arrange time for discussion with the library staff.

Career Opportunities in Service to the Disadvantaged and Handi-capped, U.S. Government Printing Office, 1967.

Public Education in America: A Foundation Course, Appleton-Century-Crofts, 1961.

American Education (monthly), Office of Education, Departmentof Health, Education, and Welfare, U.S. Government PrintingOffice, 1965.

New Careers and Roles in the American School, Bank Street Col-lege of Education, 1968.

Administration of American Public Schools, Harlan L. Hagman,McGraw-Hill, 1951.

Forces Affecting American Education, National Education Asso-ciation of the United States, 1953.

School Boards in Action, American Association of School Admin-istrators, twenty-fourth yearbook, 1958.

Librarian, California Department of Human Resources Develop-ment, 1970.

Behind the Scenes At the Library, Edith Busby, Dodd, 1960.

Books, Libraries and You Jessie E. Boyd, Charles Scribner'sSons, 1965.

114

101

Training Laymen in the Use of the Library, George S. Bonn,State of the Library Art Services, Rutgers University Press,1960.

Who in the World Wants to Be A Librarian? American LibraryAssociation, 1968.

Be A Black Librarian, American Library Association, 1969.

The World of the Special Librarian Is a World of Information,Special Libraries Association, 1971.

Data Sheets on Special Librarianship, Special Libraries Asso-ciation, 1968.

Your Future in Elementary Education, Harcourt, Brace andJovanovich, (Sound Filmstrip, color, 15 min., purchase), 1969.

Teachers, Librarians and Children: A Study of Libraries InBucation, Shoe String Press, 1965.

A Library Card Catalog, General Electric Laboratory, (AudioTape Reel), 1969.

Museums and Education, Random House, 1967.

1

102

Unit 3 Function and Duties of Workers

INSTRUCTIONAL 1. Ability to discuss the general operations and the dutiesOBJECTIVES of workers in schools, libraries, and museums.

CONTENT

2. Ability to describe the three major categories of dutiesperformed by workers in educational services.

3. Ability to compare and contrast the general duties ofworkers in educational services.

4. Ability to describe the duties and the activities ofselected workers at the preschool, elementary, and sec-ondary levels.

Role of Workers in Educational Services. Workers in education-al services are engaged in many capacities, variable with eacheducational level. In kindergarten, the teachers introducethe transition between home and the outer world for young chil-dren. They help to develop the children's curiosity and zealfor learning, while stimulating their ability to think. Theyprovide them with experiences in play, music, art work, sto-ries, and poetry, and introduce them to science, numbers, lan-guage, and social studies. Frequently the school day is di-vided between two different groups, and the teacher works witha morning and an afternoon class.

Elementary school teachers usually work with one group of pu-pils during the entire school day, teaching several subjects,and supervising various activities, such as lunch and playperiods. Sometimes, teachers in the upper elementary gradesmay teach one or two subjects to several groups of children.Special teachers give instruction and assist classroom teachersin certain subjects such as art, music, physical education,industrial arts, foreign languages, and homemaking.

146103

Secondary school teachers more generally specialize in a par-Ilcular subject. They teach several classes every day, eitherin their main subject, in related fields, or both. Besidesteaching, secondary school teachers plan and develop teachingmaterials, develop and correct tests, keep records, make re-ports, and perform other duties.

Qualified school teachers may advance to department heads,supervisors, assistant principals, superintendents, or otheradministrative offices.

The preprofessional worker in educational services fills anauxiliary role, which can be quite variable. His main functionis usually as an aide to a professional person, thereby freeingteachers, librarians, and museum curators to perform the pro-fessional functions for which they were educated.

Preprofessionals in Schools. The major tasks to be performedby preprofessional workers in educational services are usuallydefined by those with whom they will be working - the princi-pal, classroom teacher, special teachers, librarians, and muse-um curators. Entry level jobs in each of the three categoriesindicated should be viewed as developmental. Flexibility andawareness of impeding possible expansion or modification inthe tasks given the worker should be paramount.

The duties of the preprofessional workers can be divided intothree main categories, which serve as overall frameworks, with-in which they function.

Housekeeping duties, covering the various preparational andcleanup duties which facilitate the role of the teacher or theprofessional staff. Examples include such items as: obtainingsupplies from storage room; checking room to ensure good ven-tilation, lighting, and seating arrangements; erasing black-boards; cleaning and putting away art supplies; setting up andcleaning labs for experiments and demonstrations; passing outsupplies and equipment; etc.

Clerical duties, including keeping of records concerning indi-vidual children or certain activities as suggested by theteacher. Some instances are: taking attendance; keeping rollbooks and health records; assisting in school office; filingand sorting; filling out library cards; preparing seating ar-rangement charts; arranging bulletin board displays; gradingpapers with the teacher's key; locating library materials; andhelping prepare report cards.

Instructional assistance duties, which require some semipro-fessional skills, and are performed at the request or sugges-tion of the teacher, after he has introduced the academic

117104

material. These duties may include: helping plan and super-vise field trips; helping with reading, mathematics, spelling,and social studies; supervising study halls or lunchrooms;taking charge of one section of the class while the teacherworks with a smaller group; providing assistance in seatingprocedures; assisting in art, music, and physical educationclasses; assisting in specialized classes (i.e., home econom-ics, industrial arts, etc.); assisting in remedial education;working with students who have been absent; helping with termpapers and book reports; conducting role-playing sessions;counseling students; and talking with parents.

Levels of Work. Educational services can be divided into threemain levels. At the preschool level, the emphasis is on oppor-tunities for creative expression and socialization, dependingon the particular needs of the teacher. Workers at the aidelevel will perform preparational and cleanup duties which donot require instructional or professional skills or background,such as: preparing paint and chalk supplies; obtaining sup-plies from storage room; preparing play dough; helping tieshoes; helping children put blocks away; keeping the roll book;taking attendance; reading stories to the children; helpingchildren with word recognition; supervising field trips andbuses; supervising recreation periods; etc.

At the eZementay level, the emphasis is on the opportunitiesfor creative, social, and instructional expression. Workersat the preprofessional level perform preparational duties whichdo not require instructional or professional skills or back-ground, of these general types: preparing paint and chalk sup-plies; preparing play dough; escorting children to libraries;participating in playground games; supervising the distributionof textbooks, supplies, and equipment; helping children withreading, arithmetic, spelling, and word recognition; super-vising halls, lunchroom, recreation periods; and arranging bul-letin boards and displays.

At the secondarj- school level, the worker at the preprofession-al level carries out various tasks, including college prepara-tory and vocational training. The emphasis is again on thecreative, s'ocial, and instructional expression, depending onthe particular needs of the teacher. The duties will includepreparational and cleanup activities which do not require in-structional or professional skills or background, such as:obtaining supplies from storage room; cleaning and puttingaway art supplies; setting up and cleaning labs for sciencedemonstrations and experiments; keeping the roll book, healthrecords, and attendance; arranging bulletin board displays;procuring audio-visual equipment and operating machines; super-vising study halls; helping to plan and supervise field trips;

118105

helping with term papers; counseling students; and conductingrole-playing sessions.

Professional Workers in Libraries. The duties of educationalservices workers in libraries vary with the size and type oflibrary. Usually they include furnishing information on li-brary services, facilities, and rules. Library workers assistreaders in locating books and other materials through the useof card catalogs and indexes. They classify and catalog booksand other loan items, publicize library services, study thereading interests of people served by the library, and provideresearch and reference services to various groups. Libraryworkers may also review and abstract published materials andprepare bibliographies.

Preprofessionals in Libraries. Preprofessional workers workunder the supervision of professional librarians, and may beresponsible in turn for supervising clerical staff. They maydo some descriptive cataloging of books, such as identifyingthe title, author, edition, publisher, publication date, andnumber of pages. They may maintain files of special materialssuch as newspaper clippings and pictures, and arrange displays.

In large libraries, the educational services preprofessionalworkers may maintain controls on checkouts, reserves, renewals,and overdue materials. They may operate and maintain audio-visual and data processing equipment, including phonographsand tape recorders, as well as reading aids that magnify, pro-ject on a screen, and sometimes print out information on micro-film and microfiche cards. In addition, they may also trainand supervise clerical staff.

Salaries. The salaries of educational services workers varywidely with the level of the service and the geographical lo-cation. The average salary at entry level for a preprofes-sional is $4,000 per year, while the mid-career average is$5,500 per year. The average beginning level salary for aprofessional is $7,200 per year, while the top average is$11,500 per year.

Conditions. The administration and staff of each school, li-brary, and museum will make their own policies regarding theduties of educational services workers. In schools the dutiesmay include work with one teacher, or some system of sharingwith other teachers may be worked out. In other instances,workers might be assigned to special personnel on an ongoingbasis, and accompany them from place to place or activity toactivity. The work is performed during the day and seldom

:119106


involves hazardous activities. It is usually done inside inpleasant surroundings.

OView films on: Careers in Education and Teacher Aides:A New Opportunity.

OVisit a local school, meet the staff and faculty, andobserve typical instructional, clerical, and housekeepingduties performed by workers in educational services.

OTalk to the educational services workers and ask questionsabout the instructional, clerical and housekeeping dutiesperformed.

ODiscuss in small groups the general operation of schools,libraries, and museums.

OWrite short summaries on the activities observed duringfield trips.

OVisit a local elementary or secondary school and observeactivities in at least three different grades.

OView film concerning teaching secondary schools, High OnTeaching.

OParticipate in discussion on the major tasks of education-al services workers, thus becoming familiar with house-keeping, clerical, and instructional duties of such work-ers.

Identify the three main categories of tasks, define them,and list at least six examples for each category.

Search out information about the conditions of educationalservices workers, and report findings to class.

TEACHER 0Divide class into three groups and assist each group in

MANAGEMENT preparing a presentation covering each of the major tasksACTIVITIES and duties of workers in educational services.

OArrange for students to visit local school, library, andmuseum to meet staff and/or faculty, as well as to observeworkers performing different duties.

OArrange room facilities and time for discussion with edu-cational services workers.

OOrganize and lead discussion on general operation ofschools, libraries, and museums.

120

107

O Arrange a display of information concerning educationalservices, to include books, pamphlets, infonmation'fold-ers, etc.

ODiscuss with class the variety of activities performedby people in schools, libraries, and museums.

OOrganize a discussion on the major tasks of educationalservice workers. Define and discuss the three main cate-gories of duties in detail to include housekeeping, cleri-cal, and instructional duties.

OArrange and lead the discussion on the general operationsof schools, libraries, and museums, and stress the com-parisons and contrasts of the activities of the entrylevel jobs in each job family.

RESOURCES Planning Your Career, Robert Calvert, McGraw-Hill, 1963.

Measuring Educational Progress, Donald David, National CashRegister Company, Conference on the Use and Role of TeacherAides, 1969.

A New Career in Education: The Role of the Teachers' Aide,Mutirieiaation, 1969.

New Careers and Roles in the American School, Bank StreetCollege, College of Education, 1910.

An Invitation to Teaching, Association for Childhood EducationInternational, 1969.

Teachers in Early Childhood Education, California Department ofHuman Resources, 1968.

The ABC's of Teaching in Elementar School, American Associ-ation of h ementary, Kindergarten, ursery Educators, NEA,

' 1971.

The Role of the Classroom Teacher, Great Plains National TV,Tkinescope, black and white, 30 min., purchase), 1969.

The Role of the Teacher in the Classroom, Paul S. Amidon andAssociates, T969.

Teachers at Work in the Elementary School, Bobbs-Merrill, 1969.

Teacher Aides at Work, National Education Association, 1967.

High On Teaching, National College of Education, National Cen-ter for Information on Career Education, (Film, 25 minutes,color, free loan), ,1967.

108

Librarians Wanted: Careers in Library Service, Adrian A.Paradis, David McKay Company, T959.

Living With Books, Helen Haine, Columbia University Press,1950.

Adult Education Activities in Public Libraries, Helen LymanSmith, American Library Association, 1954.

Be A Black Librarian, American Library Association, 1969.

Who In the World Wants to Be a Librarian? American LibraryAssociation, 969.

Training Laymen in the Use of the Library, George S. Bonn,State of the Library Art Series, 1960.

Books, Libraries, and You, Jessie Boyd and Others, Charles-Scribner's Sons, 1965.

Behind the Scenes At the Library, Edith Busby, Dodd Mead &Co., 1960.

An Introduction to Library Science, Pierce Butler, Universityof Chicago Press, 1961.

The Teacher-Librarian's Handbook, Mary Peacock Douglas, 2ndEdition, American Library Association, 1949.

Librarian, Universal Education and Visual Arts, (Film, color,16 min., purchase), 1969.

The New School Librarian, Shoe String Press, 1968.

Behini the Scenes in a Museum, Visual Education, (Filmstrip,black and white), 1969.

The Museum Serves the Community, Visual Education, (Filmstrip,black and white), 1969.

122109


INSTRUCTIONAL 1. Ability to discuss the recommended qualifications of anOBJECTIVES educational services worker, including age, education,

and background qualifications.

CONTENT

2. Ability to evaluate his own qualifications required forentry level jobs.

Age Level. The age level of educational services .nrkers var-ies greatly. Some workers start as early as age lu, whileothers continue until 65 years of age. The usual age range,however, is between 22 and 55 years of age.

Educational Level. At the preprofessional entry level mosteducational services workers hold a high school diploma; somehave college educations. Older people at entry level jobsoften hold a G.E.D. certificate, or are currently entrolled ina G.E.D. program.

Schools. At the professional level all states require thatteachers in the public schools have a certificate. Teachercertification in most states also requires at least the equiv-alent of one-half year of education courses, including practiceteaching, plus professional courses in subjects commonly taughtin schools. After gaining experience, teachers can transfer tohigher levels of teaching for which their training and experi-ence may qualify them. Teachers may advance to departmentheads, supervisors, assistant principals, principals, superin-tendents, or other administrative officers as openings occur.At least one year of professional education beyond the Bach-elor's degree and several years of successful classroom teach-ing are required for most supervisory and administrative posi-tions. A doctorate is often required for appointment as super-intendent. Some experienced teachers are assigned as part- or

110

123

full-time guidance counselors, or as teachers of handicappedor other special groups of children. Usually, additional prep-

aration and sometimes special certificates are required forthese assignments.

Libraries. In many libraries, workers at the preprofessionalentry evel are trained on-the-job in programs that requireone to three years to complete. The trend is towards prepara-tion for library work in formal post-high school programs.Some colleges offer a two-year program for library workers,which leads to an Associate of Arts degree in library technol-ogy. Many college programs for library aides were establishedinitially to meet a particular local need, hence may varygreatly in objective and content. Students who may be inter-ested in becoming professional librarians should select a pro-gram with great care since credits earned in all two-year col-lege programs in library technology are not necessarily appli-cable toward a professional degree in library science.

To qualify as a professional librarian, the student must usu-ally have completed a course of study in a graduate libraryschool. The attainment of a Bachelor's degree is usually fol-lowed by a fifth year of specialized study in library science,after which a Master's degree is conferred.

Many students attend library schools under cooperative work-study programs, combining their academic program with practicalwork experiences in a library. Most library schools make everyeffort to arrange the student's schedule to permit him to takethe necessary courses while working part-time. Scholarships,numerous loans, assistantships, and financial aids for studyin library science are available.

Attitudes and Values. The educational services worker shouldhave the ability to perform assigned tasks, and should be will-ing to learn and to work with young children and their families.He should have an awareness of the concerns, needs, and desiresof people in his neighborhood, and should be able to sympathizewith people, have a sense of humor, and enjoy working with in-dividuals and groups.

STUDENT ° Study and discuss material on age, education, backgroundLEARNING specifications, and recommended qualifications of anACTIVITIES educational services worker.

° Analyze own qualifications and compare with the recommendedqualifications for educational services worker.

111

S.:: 1 2 4

4--

° Write a short report on the analysis and comparison ofown qualifications with the recommended qualificationsfor educational services worker.

TEACHER ° Prepare material on the age, education, and backgroundMANAGEMENT qualifications of an educational services worker.ACTIVITIES

° Provide opportunity for small group analysis and compari-son of students' own qualification for educational ser-vices worker.

RESOURCES New Careers for the Subprofessional, U.S. Government PrintingOffice.

Career Opportunities in Service to the Disadvantaged andHandicapped, U.S. Government Printing Office.

Career Counseling (Yearbook), T & I Division, AmericanVocational Association.

Do Teachers Make A Difference? U.S. Government PrintingOffice.

Teaching: A Career for a Man, Phi Delta Kappa.

Teaching As a Career, American Federation of Teachers.

Careers in Education, National Center for Information onCareers in Education.

New Careers and Roles in the American School, Bank StreetCollege of Education.

Requirements for Certification of Teachers, Counselors, Librar-ians, Administrators for Elementary Schools, Secondary Schools,Junior Colleges, National Education Association, 1967.

The Teacher and Administrative Relationships in School Systems,Macmillan, 1968.

Libraries and You, Channing L. Bete, 1969.

Library Instruction Guide: Su es ested Courses for Use bLibrarians and Teac ers in Jun or and Senior Hig Schools,Shoe String Press, 1967.

112

..,,125

Unit 5 Career Lattices and Mobility

INSTRUCTIONAL 1. Ability to identify preprofessional entry level jobs inOBJECTIVES the education, library, and museum job families.

CONTENT

2. Ability to construct a typical "career lattice" for theeducation, library, and museum job families.

3. Ability to describe typical entry level jobs for pre-professional workers in the education, library, and museumjob families.

Entry Level Jobs. A career lattice is a series of positions ofgradually increasing difficulty. The first step on the latticeis usually referred to as "entry level." Entry level jobs re-quire minimal skill and education, and are usually open toworkers without prior work experience in that job. Examplesof entry level jobs in educational services are:

Schools - Teacher Aide, Counselor Aide, orSchool-Community Aide

Libraries - Library Aide

Museums - Museum Aide

Aides in schools give assistance by performing housekeeping,clerical, or instructional duties. In libraries and museums,the work of aides consists mainly in performing clerical or'housekeeping duties.

Typical Career Lattices. There are clearly identifiable careerlattices in the three major job families in educational ser-vices. The lattices shown in Figures 6, 7, and 8 are based

113

426

on large organizations or systems. Accordingly, the number ofpositions might be reduced in smaller organizations. Whilethe career lattices emphasize preprofessional jobs, they alsoinclude professional positions.

The career lattices illustrate the presence of the opportuni-ties for upward mobility in the major job families. Implicitin the upward mobility is the difference between "jobs" and"careers." Job training connotes training for a positionwhich may or may not have permanence. Career training involvesprogress through clearly defined steps (work, and/or education)leading to a desired career.

TEACHER

1

COUNSELOR

ASSOCIATETEACHER

ASSOCIATEHOME-SCHOOL

ASSOCIATE

COUNSELOR

ASSISTANTTEACHER

ASSISTANT

SCHOOL

ASSISTANT

TEACHER

AIDE

GENERAL SCHOOL

AIDE

Figure 6 - Typical Career Lattice - Schools

114

127

LIBRARY ASSOCIATE

LIBRARY TECHNICAL ASSISTANT

LIBRARY CLERK

(BOOK LOAN, BOOKMOBILE,BRANCH, CIRCULATION, ETC.)

anumimmurrur..... amamMINO

ILIBRARY TRAINEE OR AIDE

Figure 7 - Typical Career Lattice - Libraries

CURATOR

MUSEUM ASSOCIATE

MUSEUM ASSISTANT

MUSEUM AIDE...j

Figure 8 - Typical Career Lattice - Museums

115

.128

STUDENT ° Define the following terms: career lattice; career mobil-LEARNING ity; and entry level job,ACTIVITIES

o List and describe at least one preprofessional entry leveljob found in each of the major job families in educationalservices.

Discuss with other students or a counselor the typicalactivities of each entry worker in educational services.

o Construct a typical educational services occupations careerlattice for one job family to show the upward mobility ofthe career lattice.

TEACHER ° Prepare a bulletin board display of a "career lattice,"MANAGEMENT showing photographs and a job description for jobs in aACTIVITIES specific educational services career family.

o Organize students into small groups to discuss typicalactivities of each entry level job.

o Discuss educational services occupations career lattice forthe three main job families and discuss concept of upwardmobility.

RESOURCES Dictionary of Occukoational Titles, U.S. Department of Labor,U.S. Government Printing Office, 1965.

Educational Placement Guide, National Center for Informationon Careers in Education, 1969.

Careers in Education With Your Federal Government, U.S. CivilService Commission, 1970.

Teaching As a Career, American Federation of Teachers, 1968.

New Careers in Education, National Institute for New Careers,University Research Corporation, 1970.

Museums Toda4, and Tomorrow, Universal Publishing, (Filmstrip,black and white, 36 frames), 1969.

ka

116

9


1.

INSTRUCTIONAL 1. Ability to identify at least three sources of informationOBJECTIVES and statisticoncerning employment outlook in education-

al services.

CONTENT

2. Ability to compare data dealing with the employment expec-tations of jobs in educational services with their ownjob goals.

Employment Outlook. It is estimated that approximately fourmillion persons are employed in the field of educational ser-vices throughout the country in various professional and pre-professional positions. The initial impetus for the prepro-fessional movement in the educational services field was inresponse to severe manpower shortages at the professionallevel. In the schools, the need for help was typified by theincreasing complaints of teachers that they had little time toteach. Similarly, the increasing volume of information beingproduced was overwhelming the professional in the libraryfield. Use of noncertified preprofessionals became a neces-sity in the face of a dearth of professionals.

The manpower crisis in much of the educational services fieldseems to be coming to an end, at least in well-populated areas.Having enough people to do all the work in schools, libraries,or museums is becoming a secondary concern. A more importantconsideration is having the kind of staff which can deliverthe quality of service that is consistent with the educationalneeds of people.

Because of the large size of the educational services profes-sion, a substantial number of jobs will open each year fromretirements and other leavings. Turnover is high - as much as10% in some cases - since many educational service workersare young women who marry and retire from the profession.

117

13,0


Use of Preprofessionals. The movement to establish prepro-fessiiinal personnel as regular members of the school teachingstaff, library staff, and museum staff has gained momentum,and, more importantly, support from public schools, profes-sional organizations, teacher training institutions, and civilservice agencies. Colleges and universities have also becomeinvolved in educating and certifying preprofessionals recruitedespecially from the "disadvantaged" population.

The jobs of library assistant, teacher aide, etc., are becomingincreasingly important because of the realization that nonpro-fessional and semiprofessional personnel can and should relieveprofessionals from repetitive detail. It is clear that the useof preprofessionals is becoming a common practice in education-al services.

Sources of Employment Information and Statistics. Most librar-ies offer a wide range of books which describe the employmentopportunities available in the educational services. The Oc-cupational Outlook Handbook and the Occupational Outlook Quar-terly are two excellent sources of information.

Information may also be obtained from State Departments of Em-ployment, or the U.S. Department of Labor, Bureau of Labor Sta-tistics. Most state employment services offer a large supplyof'brochures concerning the employment outlook of specificjobs. Usually single copies of such materials are availablefree of charge. The following professional associations alsohave materials concerning employment ,prospects:

Education - National Education Association

1201 Sixteenth Street, N.W.Washington, D.C.

American Council On Education1785 Massachusetts Avenue, N.W.Washington, D.C.

Libraries - American Library Association50 E. Huron Street

Chicago, Illinois 60611

Special Libraries Association235 Park Avenue, SouthNew York, New York

° Study file on statistics and information on the expecta-tions of jobs in educational services.

118

131

Discuss career possibilities and requirements for employ-ment as a teacher aide in your school district.

Learn about the employment opportunities available in yourown area in: university extensions, junior colleges, col-leges or universities, adult education, recreation depart-ments, technical schools, private agency programs, etc.

Discuss local continuing education programs available toprofessionals and aides in educational services who wantto improve their professional skills.

o Collect and discuss information on the requirements toenter an institutionqf higher eduction to prepare fora professional level pds\ition in educational services.

Discuss and compare employment goals with the statisticsand information on the expectations of jobs in educationalservices.

o Write a short summary of your employment goals.

TEACHER ° Prepare file of statistics and information concerning theMANAGEMENT expectations of jobs in educational services and make itACTIVITIES available to students.

o Arrange for and lead discussions concerning career possi-bility and requirements for "merit promotion" of aides inlocal school districts, libraries, or museums.

o Arrange for students to visit the local office of the stateemployment service and discuss the employment outlook foreducational services.

RESOURCES Occupational Outlook Handbook, U.S. Government Printing Office,1970-71.


Teaching Opportunities: A Directory of Placement Information,U.S. Government Printing Office, 1969.

Educational Placement Guide, National Center for Informationon Careers in Education, 970.

What We Need to Know About Educational Manpower, U.S. Govern-ment Printing Office, 1969.

119

182

Your Future in Elementary Education, Harcourt, Brace andJovanovich, (Sound, Filmstrip, color, 15 min., purchase),1969.

Qualities of Experience and Educational Philosophy, Collegean University Press, 1969.

Key to a Future, (Librarian, Career), Winey Productions,(Film, color, 16 min., purchase), 1969.

120

133

Section 4

RESOURCES MANAGEMENT

131121


UNIT 1 NATURE OF THE FIELD 123 UNIT 4 GOVERNMENTAL RESOURCE MANAGEMENTORGANIZATION 142



CONTENT 123

CONTENT 142Natural ResourcesMajor Job Families Federal AgenciesMajor Components of Resources

Management Department of the InteriorDepartment of Agriculture

STUDENT LEARNING ACTIVITIES 125Department of CommerceDepartment of Housing and Urban

TEACHER MANAGEMENT ACTIVITIES 126Developmeht

Department of Defense

RESOURCES 126STUDENT LEARNING ACTIVITIES 147

UNIT 2 EXPLORATION AND CONSERVATION OF128

TEACHER MANAGEMENT ACTIVITIES 148NAT0PAL RESOURCES

INSTRUCTIONAL OBJECTIVES 128RESOURCES 148

CONTENT 128 UNIT 5 CAREER LATTICES AND MOBILITY 149

Natural Resources INSTRUCTIONAL OBJECTIVES 149

Abuse of ResourcesConservation and Resources Manage-

ment Movement

CONTENT 149

A New EthicEntry Level JobsTypical Career Lattices

STUDENT LEARNING ACTIVITIES 132STUDENT LEARNING ACTIVITIES 150

TEACHER MANAGEMENT ACTIVITIES 133TEACHER MANAGEMENT ACTIVITIES 150

RESOURCES 133RESOURCES 151

UNIT 3 MAJOR NATIONAL RESOURCE MANAGE-134

UNIT 6 MANPOWER NEEDS IN THE 1970's 152MENT CONCEPTS

INSTRUCTIONAL OBJECTIVES 134INSTRUCTIONAL OBJECTIVES 152

CONTENT 134CONTENT 152

Man's Dependence on NaturalResources

Natural Resources - A TemporaryPrivilege

Tomorrow's JobsHow Jobs OccurSources of Employment Information

and Statistics

Man's Abuse of Natural ResourcesConflicting Rights


Results of Natural ResourceDepletion


Scientific ParadoxRESOURCES 154



RESOURCES 141

122

Section

RESOURCES MANAGEMENT


INSTRUCTIONAL 1. Ability to identify at least four major job families foundOBJECTIVES in the field of resources management.

CONTENT

2. Ability to list and describe at least six natural resourceswhich governmental agencies frequently are responsible formanaging.

3. Ability to identify the difference in the types of re-sources management activities performed at the federaland local level.

4. Ability to compare and contrast the general functions ofworkers within resources management.

Natural Resources. Forests, rangelands, minerals, wildlife,air, and water are all a part of this country's natural re-sources. Many governmental agencies at the federal, state,and local level protect, manage, and develop these natural re-sources to assure that they are not needlessly exhausted; de-stroyed, or damaged, and that future needs for these resouceswill be met.

Major Job Families. Within resources management there are sixmajor job families: parks; forests; agriculture; conservation;fish and game; and pollution control.

Generally speaking, these six job families are concerned withpreserving, managing, and restoring natural and/or man-madeenvironments within the public domain. Workers in the fieldof resources management perform a broad range of duties inaccordance with the type of public service organization bywhich they are employed.

109

123

Major Components of Resources Management. The role of workersin resources management has many components, and varies by lo-cation and type of resource involved. Resources management,in general, has nine major components within the job familieslisted above, which serve as an overall organizing frameworkto show the scope of this important field.

Parks. Parks are the concern of local , county, state, and

federal agencies. Workers in this area are charged with tend-ing both the mounting flood of visitors and the physical fa-cilities. The park worker at the preprofessional or profes-sional level must be a host, educator, enforcer, protector,and custodian of the natural features or historic monumentshis park is designed to preserve.

Forest Management. Most of the nation's forests are managedon a multiple-use basis, which includes watershed management,mineral resources, recreation, land classification, and gra-zing.

One of the most common jobs found in Forest Management is thatof the forester. Foresters perform professional tasks asso-ciated with the sale of timber, road location, surveying,

cruising, timbering boundaries, appraising, and sale admin-istration. They also work up plans for logging, slash dispos-al, reforestation, and rehabilitation of land in the public-domain.

Not all forestry management positions are related solely totimber sales. Some deal exclusively in administration, inpublic information and management, or various specialties.

Agriculture. The U.S. Department of Agriculture, through itssystem of county agents, has provided crop production, insect,and disease control; managed farm subsidies; and provided tech-nical assistance to farmers. Many of the positions in thisarea of resources management require a graduate degree andseveral years of practical experience.

Watershed Management. This activity provides for the instal-lation and maintenance of the land treatment and water controlstructures necessary to conserve the soil and to provide forimprovement of watershed conditions. It provides for soil

stabilization and improvement of water quality, and reducesoff-site and on-site damage from flooding and soil erosion.This includes such activities as: soil analysis, range re-source surveys, and trend studies. Professional level workersalso participate in range and wildlife management programs.

Protection. Public lands controlled by state and federalgovernments are valued in the billions of dollars and are

131124

continually threatened by a variety of hazards. For this rea-

son, this component is involved in suppression of fires; thereduction of damage from insects, diseases, and animals; andpollution control activities.

Minerals. Mineral resource management involves all minerals,including energy resources, and also covers the different

types of mining operations. Mineral specialists with the Bu-reau of Land Management, for example, examine mining claims;evaluate and appraise properties and mineralized land; preparestudies; and prepare analyses of hazards to the public fromminerals, mines, etc.

Most of the workers in mineral management are graduate miningand petroleum engineers, geological engineers, geologists, ormineral economists.

Outdoor Recreation - Wildlife. Increasing population, com-bined with the mobility and migration of populations into oncesparsely populated areas of the public domain, is a major con-cern of resource managers. Recreation specialists are usuallyselected from candidates with degrees in resources managementas they relate to outdoor recreation, landscape, architecture,forest recreation, park management, or regional planning; orspecialized study in biology, geology, or conservation.

Environment. Man's survival requires protection and econo-mizing of water, soil, open space, parks, and other public re-sources. The protection of such natural and man-made environ-ments against destructive elements has become a major concernof government at all levels. This field includes waste watertreatment, garbage collection, clear air. noise abatement, etc.

Administration. Administrative work in resources managementinvolves budget, finance, internal audit, information, educa-tion, personnel, and related services. Most workers at eitherthe state or federal level specialize in one of these areas.

STUDENT ° Interview a person working in the field of resources man-LEARNING agement to determine his general functions and duties.ACTIVITIES Prepare a three-minute oral report for the rest of the

class to explain what you have found.

o Identify at least six major resources being managed bylocal and state governments.

o Describe the field of resources management, pointing outsome of the governmental agencies in your community whichare concerned with it.

138125

TEACHER 0Ask students to identify and discuss major components of

MANAGEMENT resources management. Also ask them to rate their inter-ACTIVITIES est in each and give reasons for their decision.

OArrange for students to visit either individually, or insmall groups, local offices of state or federal agenciesconcerned with resources management. Examples of suchvisits might include:

Forestry station,

Agriculture experiment station,Dam,

Waste water treatment plant,Air pollution monitoring facility.

ODiscuss with students the major components of resourcesmanagement, emphasizing the many agencies and organiza-tions involved.

Present film Challenge for Urban Renewal, and discuss withstudents the problems of unplanned migration from city 'tosuburb, with its resulting air pollution, water contami-nation, and depletion of our natural resources.

0Subscribe to periodicals such as:

American ForestsAmerican Forestry Association919 17th Street, N.W.Washington, D.C.

The Living WildernessWilderness Association729 5th Street, N.W.Washington, D.C.

Parks and Recreation

National Recreation and Parks AssociationPennsylvania AvenueWashington, D.C.

RESOURCES Conservation, Encyclopedia Britannica Educational Corp., (Film,16 min., black and white, or color, purchase only), 1968.

Silent Spring of Rachel Carson, CBS Reports, Available fromMcGraw-Hill, (Film, 54 min., black and white), 1967.

Challenge for Urban Renewal, NBC Films, (Film, 25 min., blackand white, or color, purchase only), 1969.

Problems of Conservation: Forest and Range, EncyclopediaBritannica Educational.

139.126

Opportunities In Resource Management, Bureau ofment, U.S. Department of the Interior, 1971.

Environmental Conservation, Raymond F. Dasmann,and Son, 1968.

140127

Land Manage-

John Wiley

Unit 2 Exploration and Conservation of Natural Resources

INSTRUCTIONAL 1. Ability to identify the three major categories which areOBJECTIVES used to classify natural resources.

CONTENT

2. Ability to identify at least four present or past abusesof natural resources.

3. Ability to describe the major events which led the govern-ment to become involved in resources management.

4. Ability to discuss the concept of the new environmentaland resources ethic.

Natural Resources. Natural resources, in a narrow sense, arethose uncaptured stores which are useful to mankind in any way.They can be grouped into these three categories:

Inexhaustible Natural Resources. The atmosphere, while indis-pensable to life, often carries many impurities. Its moisturecontent, temperature, and movements in great masses we know asatmosphere, constitute what is referred to as climate. Thusatmosphere is important in determining the character of soiland land. It is clearly a natural resource which greatly af-fects other natural resources.

Water in its cycle is also an inexhaustible natural resource.Rainfall, runoff, ground water, rivers, lakes, oceans, andatmospheric moisture constitute an inexhaustible supply ofwater, which, like the atmosphere, is indispensable to life.However, if this moving water supply is to serve man, it mustbe managed and controlled at the very least on a regional ba-sis.

Replaceable Natural Resources. Most of man's food and clothing,

128

141

as well as much of the shelter he requires, must come fromplants which grow in soil, or from animals that feed on suchplants; for this reason, soil is a natural resource of majorsignificance. As a natural resource, soil is easily "wornout" by overuse or mismanagement; it must be maintained byhuman effort if it is to remain fertile.

Forests, whether left in their natural state or helped out bygood management, usually renew themselves. Without assistancefrom man, the forest renewal process is often extremely slow.The practice of forestry management accelerates the renewalprocess and production of species most needed by mankind.

Grasslands and other forage resources are. also important re-placeable natural resources. Both livestock and game animalsdepend for support on the nation's vast areas of grasslands andedible wood plants. While the carrying capacities of theseareas have their limits, they may produce forage indefinitelyif they are not overused. Accordingly, wise regulation is re-quired for such resources.

Irreplaceable Natural Resources. Minerals, including the met-als, fuels, lubricants, and numerous nonmetallic, and nonfuelresources, are clearly irreplaceable. These resources arerequired by modern technology. Some of these resources, suchas stone or clay, are plentiful, while others, such as mineralfuels and lubricants, are in relatively short supply.

Land in its natural condition is also an irreplaceable naturalresource. Once such land is rapidly exploited or modified itcannot wholly regain its former condition.

Abuse of Resources. Recognizing the three major categories ofnatural resources, it is well to consider the attitudes of peo-ple, and how those attitudes have persisted and influenced theuse of natural resources in the past.

When the early settlers arrived in North America they foundvast forests down to the water's edge, and there seemed nolimit to the woodlands, the rich plains, the sparkling waters,the wildlife, or the land itself, with its tremendous mineraldeposits and apprently inexhaustible wealth.

Accordingly, they made lavish and unwise use of the naturalresources. Tens of thousands of acres were given away topromote settlement. Cutting and clearing, with little thbughtof erosion hazards, were routine operations in subjugatingthe land. Poor construction practices, random cutting of for-ests, indiscriminate mining methods, contamination by sewageand chemicals,and haphazard community planning; all contributedto exhaustion of the land. Under these circumstances it is

129

142

not strange that these resources proved to be not so inexhaust-ible.

Forests gave way over a period of two hundred years to farmsand pastures, until the original area of forest had been re-duced from an inclusive 822 million acres to about 149 millionacres of public lands classed as commercial forest and wood-lands.

Water, plentiful at first, has been used to such an extentthat it is often polluted and intolerable to use. Similarly,land, minerals, and wildlife were abused to such an extentthat their conservation was a matter of serious concern asearly as 1900.

Conservation and Resources Management Movement. As the prob-lems of resources conservation and management became more ap-parent over the years, the people of this country, acting asindividuals, in community groups, through state legislatures,the Congress, various federal agencies, and special groups,attempted to find ways to bring about needed change in thepolicies of resources management.

Early Conservation Activities. During the early 1900's, whichis generally considered-to be the time the conservation move-ment was born, great conservation leaders accepted the chal-lenge and focused public attention on the need for conserva-tion, largely because of destructive timber cutting practicesalong the way as the lumber industry moved westward, and alsobecause of wholesale slaughter of wildlife in the West andSouth.

The period from 1909 to 1933 was characterized in the fieldof conservation activity:

Oby somewhat slow, but steady, progress in the acquisi-tion by the U.S. Forest Service of forest lands at theheadwaters of navigable streams and elsewhere in theEastern United States;

Oby establishment of the principle of federal, state, andprivate cooperative attack on forest fires;

Oby an increasing interest in the protection and develop-ment of wild animal resources;

Oby recognition of, but inadequate provision for the han-dling of, water-power resources;

Oby the development, under federal lease and regulation, ofmineral resources on public lands;

130

143

oby a slow and steady awakening of certain industries andcorporations to the duties and advantages of better naturalresource management;

o by healthy growth in state conservation agencies;

o by a recognition of the value and indispensability of thescenic and inspirational resources of the country;

o by a considerable extension of national and state parkareas;

o by continuing failure to see clearly in human powers thegreatest natural resource of all.

The Z930's - Franklin D. Roosevelt was inaugurated as Pres-ident in March, 1933; there were at that time large numbers ofpeople who had lost their possessions and jobs during prioryears because of the financial crash of 1929 and the physicaldisaster of wind erosion. These disasters, in the view of thenew President, dramatized the appropriateness of a great publicworks program to furnish employment and to accomplish usefulwork in managing natural resources.

His first major step in this direction was the establishmentof the Civilian Conservation Corps under the authority of anact passed by the Congress on March 31,1933,granting broadpowers to employ young men for the purpose of conserving nat-ural resources. The "enrollees," many of whom had never pre-viously had any opportunity for remunerative employment, wereorganized into companies of 200 under army officers who oper-ated the camps, in cooperation with-the project superinten-dents. These superintendents, with their staffs, supervisedthe work of forest protection, construction, forest research,forest planting and care, soil erosion control, pest control,lake and stream survey and improvement, recreational develop-ments, flood control on federal public lands, and on state,county, and private lands where the federal government waslegally authorized to cooperate.

Post-World War II - After World War II some important gainswere made in the conservation movement. Probably the mostnotable of these were the amendment of the Materials DisposalAct of 1947, which called a halt to the abuse of mining laws,and the reenactment of the Water Pollution Control Law.

During the following decade, the Congress increased appropri-ations for the National Park Service and for the recreationand wild animal life activities of the Forest.Service. Sup-port of the other conservation agencies of the federal govern-ment, such as the Fish and Wildlife Service, the Soil Conser-vation Service, and the Reclamation Service, was continued.

131

-144


S

The fact that some of these agencies often appeared to operateat cross-purposes does not lessen the significance of theoverall increase in public awareness and congressional supportof conservation needs.

The 1960's - By the 1960's there was a growing recognition ingovernment of the urgent need to attack new and more criticalproblems in natural resources. President John F. Kennedy, in1961 issued a call for a White House Conference on Natural Re-sources. While the conference was dominated by federal andstate officials, two important laws were an outgrowth of themeeting: in 1963 a Bureau of Outdoor Recreation was estab-lished in the Department of the Interior, and the Clean AirAct became law.

A New Ethic. The wave of indignation about problems of airand water pollution which crested in the late 1960's has ledour society to the discovery that we are dependent on and partof an ecosystem that we did not invent and must not destroy.

This realization has forced us to ask ourselves some very fun-damental questions. Where and how do we want economic and ur-ban growth? How can we best use and reuse our natural re-sources? How can we adjust our priorities to insure that wefulfill our energy, transportation, housing, recreational, andpersonal consumer needs without intensifying environmentalproblems we did not anticipate and do not want?

More and more people within our society want to participate inthe development of a new environmental ethic - a way of lifewhich will allow us to retain and improve the life-enhancing

features of technology without repeating and intensifying themistakes of the past. A central role of resource managers isto support this national effort and to help change those hab-its and those obsolete viewpoints which have led to our cur-rent confrontation with gross pollution and threats of irre-versible environmental damage.

o View films Basic Ecology or Rouse of Man: Our ChangingEnvironment.

o Research a topic related to an environmental problem;interview one or two local government officials concerned

with pertinent resources management, and report back tothe class.

o Prepare a list of examples of man's failures to manage theenvironment.

o Write a short summary report concerning Conservation ofNatural Resources.

132

.14

o Discuss the concepts of multiple uses of forest land, re-forestation, rationale for watershed management, and energyresources conservation.

o Prepare a chart listing ten natural resources found in thiscountry and determine the rate of depletion.

TEACHER 0Discuss with the class meanings of ecology, biosphere,

MANAGEMENT and Concepts of basic life cycles.ACTIVITIES

o Discuss with class the cycles of carbon, nitrogen, oxygen,and phosphorus. Cover the concepts of birth, growth, ma-turity, decline, and death.

Divide class into manageable groups and have them preparegroup presentations with particular regard to analysis ofenvironmental problems confronting resource managers.

Arrange for students to visit the local office of a re-source management agency to discuss the work done there.

oDiscuss with class questions similar to these:

o Why are our natural resources important?

o What would happen if no one were to manageour resources?

o Can our natural resources last forever? Why not?

o What federal organizations help to manageour nation's natural resources?

o How can you help to manage and preserve ourresources while you are in school?

RESOURCES Basic Ecology, Encyclopedia Britannica Educational Corp.,(Film, 27 min., black and white, or color, purchase only),1969.

Toward A New Environmental Ethic, U.S. Environmental ProtectionAgency, 1971.

Environmental Education - Information Ideas and Activities,V. E. et a ., The Instructor, Vol. 80.iran

Fundamental Concepts for Environmental Management Education,(K-16) , Robert E. Roth, Environmental Education, Vol. 1.

Environmental Education for Everyone - A Bibliography of Cur-riculum Materials for Environmental Studies, National Educa-tion Association, Stock No. 471-14600, 1970.

133

146

Unit 3 Major National Resource Management Concepts

INSTRUCTIONAL 1. Ability to describe in his own words several of the majorOBJECTIVES concepts of natural resources management currently being

followed in the United States.

CONTENT

2. Ability to identify problem areas where conflicts of rightsoccur in national resources management.

3. Ability to identify causes of resources depletion and de-scribe the potential results.

Man's Dependence on Natural Resources. Modern man in theUnited States has built around himself a complex, artificialenvironment of homes, cities, service areas, industrial areas,and combinations of these. At first glance he seems to becompletely independent of the natural environment as he luxuri-ates in the achievements of his technological prowess. A sec-ond look reveals that his culture is as much a product of thenatural resources in the environment as are the primitive cul-tures.

Man needs space for living, working, playing, and transporta-tion. He needs clean water and pure air. He depends upon so-lar energy and good soil to produce his food. Mechanical con-veniences, communications systems, massive buildings, and theindustries that produce them, maintain the economy and thestandard of living; however, all draw their sustenance fromthe environment. Fossil fuels and water power furnish vitalenergy to the cities. Man cannot be independent; his way ofliving is, and will continue to be, determined by the avail-ability and use of these basic resources.

Results of Resource Contamination. The reality of this rela-tionship becomes evident when one resource becomes contaminated

134

147

or depleted. Bacterial contamination of water resulted in thedeath of thousands of persons as recently as the last century.Although this type of contamination has now been controlled,problems of water supply continue to dominate the resource pic-ture as the needs grow, and as pollution by unknown organicfactors increases.

Air, too, polluted by a lethal combination of contaminants andstagnation, dealt death in the streets of London, England, andin Donora, Pennsylvania. Air pollution continues to increasein urban areas and to spread into rural areas; the extent ofits damage to human life, vegetation, and the landscape is atpresent unmeasurable.

Degradation of the standard of living resulting from resourceloss may be temporary or permanent. Mining towns, lumberingcenters, and agricultural areas have depleted the resources up-on which they were dependent. The subsequent collapse of theeconomic structure left residents with the alternatives of pov-erty or migration.

Man's Place. There is a pattern in nature, and man is as mucha part of a larger ecosystem as is the deer in the forest. Manmust consider the entire pattern and adjust to it, not merelyappropriate and destroy. Long-range planning is required. Thecities, the states, and the nation cannot maintain positions ofwealth and leadership unless the people learn to manage naturalresources wisely.

Natural Resources - A Temporary Privilege. Our nossession ofnatural resources is a temporary privilege, carrying with itthe responsibility for prudent management.

The earth's crust and its mineral content have been in the pro-cess of formation for over four and a half billion years., Theentire history of modern man encompasses not much more than 7,000to 10,000 years. During this relatively short time, the cul-tural evolution of man - i.e., his development in art, science,and government - has expanded and accelerated, and proportion-ate changes have been produced in the environment. In manyinstances, irreparable damage has been done to landscapes andresources developed over eons of time. The land and its natu-ral resources have been continually exploited in man's pursuitof "progress."

Any generation can own a resource only temporarily. The gener-ations to come will also own it temporarily, and their welfarewill depend on the state of the resource when it is deliveredinto their hands.

135

148

Man's Abuse of Natural Resources. Early settlers in Americawere overwhelmed by the wealth of its resources and the seem-ingly astronomical abundance-of wild animals. They could notenvision the changes that have occurred during the last cen-tury. Mountains have been washed into rivers as hydraulicmining operations sped the search for precious metals. Dredg-ing operations have produced thousands of acres of sterile,gravel-laden land. Overgrazing has destroyed acres of grass-land and resulted in compaction, erosion, and growth of lessdesirable plants. Petroleum extraction has caused large landareas to subside. There are many instances of mining abuses,water diversion, and misuse and mismanagement of natural veg-etation and soils; and the exploitation continues. Paving forhighways and parking lots causes much of this land to be per-manently lost to agricultural use. Is this the best use of theland?

Conflicting Rights. The conflicting rights of society and in-TiViduals in the utilization of natural resources must be de-fined and protected.

Groups of people with different interests often conflictstrongly over the uses of a resource. For example, the use ofpublic domain for profit is a recurring cause of controversy.Some individuals wish to purchase parcels of this land foreconomic reasons. Others, failing to realize that entire com-munities are dependent upon the product of public lands, lookupon economic operations such as timber harvesting, mining,and livestock grazing as pure destruction. Protests also comefrom working people, dreaming of their annual vacation of hunt-ing and fishing I of just spending a quiet week in a cabin inthe woods. Fed',al and state governments, in accordance withthe principles of multiple use, are withholding large acreagesof public lands for recreational use, but many people who wantto use the public domain for recreation feel that their equityin the land gives them special privileges for whatever theydesire. They see little relation between their personal plea-sure and the local or national economy.

Americans prize freedom, but freedom entails responsibility.If an individual or a group fails to act responsibly, thenauthority must exercise controls to protect the public inter-ests, as it has done in the following instances:

A manufacturing company wished to establish a large plant ona river, which, with its tributaries, is a spawning ground ofsalmon, steelhead, and striped bass. The company's operationswould have caused millions of gallons of effluent to be dumpedinto the river, poisoning the salmon, of which 100,000 arecaught annually in fresh and salt water by sportsmen, and con-taminating the water used for swimming and boating as well.

136

.i49

This company was required by law to purify the effluent atgreat expense before releasing it into the river. Similarly,flagrant use of pesticides has polluted adjacent waters andcaused kills of fish and wildlife. Now farmers are requiredto see that the use of pesticides does not destroy wildlife.

Power companies which build dams with accompanying power housesare required to release a sufficient flow of water to preservefish life or to minimize losses by building and operating fishhatcheries.

What this country will be like fifty years from now will dependon how well we are able to practice self-control in the.utiliz-ation of our natural resources. It is for this reason resourcemanagers are playing a growing role in our society.

Results of Natural Resource Depletion. History is filled withgrim reminders of the disregard of various societies for theirnatural resources. In several instances depletion of naturalresources has brought about impoverishment, social decline,and decay of civilization.

Topsoil is said to be more precious than gold. Many early civ-ilizations disregarded soil conservation. Their neglect re-sulted in erosion and flooding of rich valleys, clogged irriga-tion canals, depleted water supplies in dry seasons, unnaviga-ble channels, and poor crop production.

In Mesopotamia, now Iraq, farming began 7,000 years ago. Atthe peak of Mesopotamian civilization, when Nebuchadnezzar

built the Hanging Gardens of Babylon some 2,500 years ago, anestimated 17 to 25 million people lived there. The region wasendowed with rich fields, but the climate was very dry. Anintricate system of canals had been dug to bring water to thecrops. As the population grew, these canals were extended far-ther and farther from the rivers, but erosion from the everincreasing farmlands was ignored. Silt choked the canals, andthe crops died. The huge public works projects of clearingcanals were interrupted from time to time by revolutions andinvasions, so eventually there were not enough men to do thejob. The people fled the land, victims not of human enemies,but of silt in water systems. Today the population of thisonce prosperous land is about one-fourth its former size, andthe area is poor.

In our own country, the coal mines of Appalachia and the cottonlands of the South have been depleted; wet lands have beendrained; buffalo lands have been plowed; and topsoil has beeneroded. Many regional and local resources are destroyed byrecurring floods and fires.

137

150

Ultimate Depletion of Natural Resources. As Unit 2 described,such resources as air,and water in its cycle,are generally con-sidered inexhaustible. However, most natural resources in theUnited States and the world are subject to ultimate depletion.

Depletion by Population Expansion. It took all of recordedhistory up to the middle of the nineteenth century for theworld's population to reach one billion. It took only the spanof one lifetime to add the second billion. Today there arethree billion people in the world, and according to the medianestimate of the United Nations, there will be more than sixbillion within the next 35 years.

If presenttrends continue, the United States will have 9.5%of the world's population within 15 years. At that time this9.5% will be consuming 83% of all the raw materials and re-sources produced by the entire world.

If we are to accommodate the anticipated population, we mustbuild 200 miles of new highways a day, three complete elemen-tary schools each week, and five million new homes in the next15 years. This construction is equivalent to eight cities thesize of San Francisco. Serving the needs of this populationwill place an unprecedented demand on living spaces, forestproducts, water, air, agriculture, minerals, oils and gas, en-ergy, transportation, recreation facilities, fish and wildlife,and natural areas.

Water, iron, and copper are among the basic resources for amodern machine civilization. In a recent year Americans usedapproximately 118 trillion gallons of water, 132 million tonsof iron, and 1.5 million tons of copper. Each additional per-son means an added drain of 600,000 gallons of water, 1,260pounds of iron, and 15.5 pounds of copper a year.

Depletion of Water Resources. Fresh water is among the mostserious needs of America, and the world. Scientists are work-ing day and night to perfect methods of recycling used waterand desalinization of salt and brackish waters for future needs,for it has become evident that we have overdrawn our water ac-counts in some areas.

Depletion from High Standard of Living. The drain on the na-tion's resources caused by the rapidly expanding populationstaggers the mind. Adequate amounts of certain materials arestill available from abroad, but as the resources controlledby other countries become scarce, their export restrictionswill tighten. We are a "have" nation that the have not" na-tions view with wonder. They envy our high standard of livingand decry our extravagant waste - the planned obsolescence,the status symbols, the changing styles in automobiles, elec-tric appliances, and clothes. These are evidences of a country

138

151

rich in natural resources, but what will happen when the rawmaterials are gone?

Scientific Paradox. It is indeed paradoxical that scientificresearch and technology can provide methods for prudent man-agement of natural resources, but can also create problems byincreasing the demands on natural resources.

l'ecl/Lqvi.c..tricultre has increased the demands on naturalresources. Today, cultivated crops are removing millions oftons of nitrogen from the soil annually. Natural processesreturn about one-half of that amount, and applied chemicals re-place nearly one-third; the net result is an overdraft from thesoil. This must be replaced by increasing the amount of syn-thetic fertilizers. When World War I cut off the importationof nitrates needed in the manufacturing of explosives, chemists

discovered that free nitrogen taken from the air and mixed withoxygen and other compounds duplicated the natural nitrates.This process has been highly developed to produce nitrates foragricultural purposes.

Synthetic Materials. Scientific research and technology help toanalyze many other problems relative to natural resources.Nearly all of our uranium, natural rubber, manganese, industri-al diamonds, chrome, nickel, and tin used to come from outsidethe United States. Since World War II, the big challenge hasbeen to develop methods of conserving supplies of these itemsand of developing substitute materials. Industry has made ex-tensive use of relatively abundant resources such as air,water, sand, limestone, coal and petroleum products, naturalgas, sulphur, salt, and wood; thus conserving scarce resources.

By studying the complex molecules in wood, silk, rubber, andcotton, chemists have produced plastics and synthetic fibers,which are not only satisfactory, but sometimes superior re-placements for the original products. Rayon, a substitute forsilk, was first produced in the early 1900's. After World WarII, tremendous strides in the development of synthetics andplastics ballooned the production of these materials into a

major industry, and chemical modifications in natural fibersenhanced their natural beauty and created greater service-ability.

Many people look upon synthetics as the solution to the problemof diminishing resources, but they are not, because all syn-thetics are made from the earth's natural resources. Further-more, their manufacture creates enormous demands on water andpower.

No area of the world, nor science itself, can be depended up-on to replenish exhausted resources indefinitely.

139

152A

Results of Scientific Advances. The achievements and the pro-

mise of science to substitute for, or to alter, natural re-sources for the needs and wants of the peoples of the worldare notable and praiseworthy. Nevertheless, it is wishfulthinking to rely on science to solve our resource problemsbefore the resources are exhausted. The scientist does notshare such naive optimism, for he knows that all materialsused in science and technology come from the natural earth.

Future Possibilities. Science can discover means of effectingconservation. Opportunities for science to serve man in sucha manner should be recognized and encouraged, for they compen-sate, in part, for the resource problems science creates. Sci-

ence and technology should serve as handmaidens to society asa whole and over the long term. Their goals should be to im-prove man's way of life and, at the same time, to help managenatural resources and to supplement and replenish them when-ever possible.

Man can try to atone for his mistakes. Ghost towns can bemade into state parks; topsoil can be transported to mine tail-ings to make them habitable; time, fertilizers, and water mayrestore grasslands; water can be pumped into underground res-ervoirs that once contained petroleum. Obviously, however,such improvisation cannot continue indefinitely.

Effective conservation practices may extend the use of re-sources long enough to provide time for scientists to replenishsome of the exhausted resources, but, in large measure, conser-vation should be viewed as those practices necessary to sustaina livable and useful world environment.

The problem of conservation cannot be solved by science or gov-ernment alone. The philosophy of conservation will be mani-fested when each citizen approaches all problems concerningnatural resources with this question: What method of handlingthis resource will bring the greatest benefits to the greatestnumber of people for the longest period of time?

STUDENT ° Plan a speakers' program for resource people to discussLEARNING the major concepts presented in this unit.ACTIVITIES

o Use a hypothetical situation as a model to develop one nro-gram which will deplete the natural resources and a secondwhich manages the resources. Compare the results of thetwo models.

o Participate for one or two days in the work of a localresource agency. Inquire of the agency management whatits management concepts are.

140

153. .


Collect and make available to students information onpolicies of natural resource agencies.

o Arrange for brief field experience for students with alocal resources management agency.

RESOURCES Our Native Land, National Association of Manufacturers, 1962.

Americas' Natural Resources, Charles H. Callison, The RonaldPress Company, 1957.

Concepts of Conservation, The Conservation Foundation, 1967.

Teaching_Conservation and Natural Science In the Outdoors,California State Resources Agency, 1964.

Natural Resources In Our Economy, Stead Joint Council on Eco-nomic Education, 1969.

Future Environments of North America, P. Darling, Editor,Natural History Press, 1966.

Resources of Tomorrow, Henry Becker, Holt, Rinehart, andWinston, Inc., 1965.

141

.154

Unit 4 Governmental Resource Management Organization

INSTRUCTIONAL 1. Ability to identify the major federal departments concernedOBJECTIVES with resources management.

2. Ability to describe the role of selected agencies in anarea of resources management of interest to them.

CONTENT Federal Agencies. Numerous federal departments are involvedin the management of our natural resources: the Departments ofInterior; Agriculture; Commerce; Housing and Urban Development;and Defense. Each of these departments includes various agen-cies concerned with specific aspects of natural resources man-agement; only some of the more important are covered in thisUnit.

Department of the Interior

The Department of the Interior is almost entirely devoted tothe management of natural resources. Some of its more impor-tant Bureaus are listed below:

The Bureau of Land Management, established in 1946, is custo-dian for over 60% of the Nation's public lands, and administersover 470 million acres of federally-owned lands, mostly in theWest, including approximately 149 million acres of forest andwoodlands. This administration is conducted on the basis ofmultiple-use principles for such uses as grazing; fish andwildlife, recreation, timber, water, range, and wildernessprotection; and mineral production.

The Bureau is also responsible for the development, conserva-tion, and utilization of the natural resources and the mineralresources of certain acquired islands, and the submerged landsof the Outer Continental Shelf.

155142

Public domain lands may be made available for lease or purchasefor such environmental improvement purposes as public parks,sanitary land-fills, and rights-of-way for highways with extrawidth for scenic purposes. Technical and financial assistance(confined to agency-administered lands) may be applied to re-gional environmental problems in cooperation with local govern-ments.

The National Park Service, plans, develops, and administers thenatural, historic, and recreation areas comprising the NationalPark System, and provides for preservation, interpretation, andenjoyment of other properties of scenic, natural, historic, andarcheological significance.

Its Registry of Natural Landmarks and Registry of National His-toric Landmarks provides for evaluation and recording of uniqueproperties.

Through a Park Practice Program, it provides technical assist-ance to state and local agencies and citizen groups for plan-ning, acquisition, development, and other technical servicesrelating to park and recreation matters. The Service publishesperiodicals on park practice and allied subjects.

The Bureau of Reclamation,, a powerful force in the West since1903, plans, constructs, and operates water storage, diversion,and development projects in Western States for domestic and

industrial use. Its Reclamation Projects Program providescost-sharing loans to reclamation districts and other publicagencies for agricultural irrigation, hydro-electric power,municipal and industrial water supply, flood control, and re-creation facilities. Financial assistance may also be providedto states, counties, or municipalities to develop recreationfacilities in conjunction with Bureau projects.

The Bureau consults with state and local agencies on naturalbeauty aspects of project location and construction such aslocation of roads near sites; standards of water quality; toolsand techniques available to test for, control, and abate pol-lution; and protection of fish and wildlife.

The U.S. Geological Survey (USGSI, was established in 1879,and is the largest earth science research agency of the govern-ment. It conducts research to determine and appraise the min-eral and mineral-fuel resources and geologic structure of theUnited States; enforces regulations concerning leasing, per-mits,and licensing of the same; conducts investigations to pro-vide technical information required for economic developmentand best use of water resources; surveys flow and sedimentdischarge, reservoir contents, and location and safe yields ofunderground waters. The agency carries out surveys, mapping,and water resources investigations in cooperation with state

153143

and local governments, financed on a 50-50 basis.

The Bureau of Mines is responsible for conservation, research,and development of mineral resources, and for promotion of healthand safety in mineral industries. It studies air and waterpollution related to mineral development and use, and developsmodel control regulations in cooperation with industry; itspersonnel also serve as advisors to local and state air groups.The Bureau makes grants for research in solid waste disposal.

Some subjects of recent Bureau study include: sulfur compoundsin fuel coal and oil; control of dusts and fumes from metallur-gical and chemical processes; acid mine drainage; control ofpollution from back-filling strip mined areas; and disposal ofsolid wastes from open pit and underground mining operations.

The Bureau of Commercial Fisheries conducts research and otherprograms for conservation and management of commercially impor-tant fishing resources on the high seas, coastal and estuaryareas, the Great Lakes and other interstate waters, and atwater projects of federal agencies. It also provides grants,loans, and technical assistance.

The Bureau of Sport Fisheries and Wildlife manages fish andwildlife resources in conjunction with state agencies. It

operates national wildlife refuges and national fish hatch-.eries, and has special responsibilities for migratory birds,and rare and endangered species. The Bureau administers grantprograms (Federal Aid in Wildlife Restoration, and Federal Aidin Fish Restoration) providing funds for states to increasewildlife and fish populations.

The Federal Water Pollution Control Administration reviewswater quality standards proposed by the states for interstatewaters; carries out interstate enforcement actions; makesgrants for construction of municipal waste treatment systems;carries out research and development programs; provides assis-tance for training fellowships and research; and makes riverbasin planning grants and program grants to state and inter-state pollution control agencies.

The Bureau of Outdoor Recreation promotes coordination amongfederal plans and programs in this field, and identifies andplans actions needed to protect, develop, and improve theNation's outdoor environment and recreation resources. TheBureau offers technical assistance to state and local govern-ment and private interests in planning, acquisition, and devel-opment of outdoor recreation resources.

The Land and Water Conservation Fund Grant Program providesfinancial assistance for planning, acquisition, and developmentof state and local public outdoor recreation areas in accord

144

157

with state outdoor recreation plans. The Fund also financesacquisition of recreation lands and waters by the Bureau ofSport Fisheries and Wildlife, the Forest Service, and the Na-tional Park Service.

Bureau publications include a periodical, Outdoor RecreationAction, and reports on such subjects as recreation trends, landprice escalation, trails, and private and federal aids to re-creation.

Department of Agriculture

The Forest Service manages the National Forests and Grasslandsto ensure multiple-use and sustained yield of renewable naturalresources. It conducts research in forest and other wild landmanagement, forest fire prevention and control, forest insectand disease control, forest products utilization, forest landrecreation, and forest economics.

Through its Cooperative Forestry Programs, the Forest Serviceprovides technical and financial aid to state, local, and pri-vate forest landowners in cooperation with state agencies toencourage better fire, insect, and disease protection; bettermultiple-use management practices; increased tree planting forwindbreaks, shelterbelts, and forests; and improved practicesin harvesting, processing, and marketing forest products.

Department of Commerce

The Environmental Science Services Administration serves publicagencies and the public in efforts to protect woodlands, ranges,waterways, and coastal areas against fire, flood, and storm.ESSA provides six categories of services: fire and agriculturalweather, and data and forecasts concerning rivers and floods,the Continental Shelf, the environment, and air pollution.

The Air Pollution Service is developing methods to forecastthose atmospheric conditions which favor hazardous pollutionconcentrations as a basis for control of industrial and othersources of pollution.; and is conducting studies of the naturaltransport, dilution, and removal of air pollutants.

Department of Housing and Urban Development

The Land and Facilities Development Administration administersa number of public facility grant and loan programs in accordwith local comprehenSive plans of public agencies in urbanareas.

145

The Program for Advance Acquisition of Land provides financialassistance to reserve land for future public works and facil-ities.

The Open Space Land Program shares costs of acquiring, develop-ing, and preserving open space land for permanent public uses,including recreation, conservation, and natural beauty; it mayalso cover costs of buying developed land to be cleared andused for open space, and some costs of demolition and develop-ment of land acquired under the program.

The Public Works Planning Program offers financial interest-free advances for surveys and studies necessary to public worksprojects such as sanitation and water facilities, roads andstreets, parks and recreation facilities, and non-federal riverand harbor improvements.

The Sewer and Water Facilities Program shares costs of con-struction of these facilities.

The Renewal Assistance Administration administers and coordi-nates urban improvement programs in developed areas.

Its Code Enforcement Program offers financial assistance forlocal planning and administration of programs to arrest deteri-oration and aid restoration of both properties and environ-ments.

The Community Renewal Program provides financial assistance inpreparing, completing, or revising renewal programs, includingcosts of studies.

The Demolition Grant Program helps pay for demolition oflegally unsound structures in or out of urban renewal areas.

The Urban Beautification Program makes grants for local beau-tification and improvement work, such as development of parks;upgrading of public areas, such as malls and waterfronts; andfor provisions of "street furniture" and planting.

The Urban Planning Assistance grants supplemental state andlocal funds for a wide range of comprehensive planning activi-ties ranging from producing a workable plan for community im-provement to studying regional transportation needs.

The Urban Renewal Program helps communities in acquiring andclearing land for redevelopment, rehabilitation of existingstructures, enforcement of housing codes, and combinations ofthese. Grants, planning advances, and temporary loans andguarantees are available.

The Urban Renewal Demonstration Program helps pay costs of

146

.159

projects which demonstrate, develop, or test new or improvedmethods of preventing or eliminating urban blight.

Department of Defense

The Department's military installations encompass about 27.6million acres on American territory. Individual installationsconstitute planned communities equivalent to comparable sizedcities and towns. Professionals trained in applicable sciences(such as agronomy, biology, entomology, forestry, landscapearchitecture, master planning, and sanitary engineering) admin-ister various programs relating to soil and water conservation,dust control, pest control, sound abatement, landscape design,"pride of ownership" programs among housing occupants, forestmanagement, fish and wildlife conservation, recreational usesof land, and air and water pollution abatement.

The Corps of Engineers, Department of the Army, conducts a

Civil Works Program to construct multiple-purpose water re-source development projects. Its Water Resources DevelopmentProgram provides financial assistance for multi-purpose dams,canals, and dredging projects. Individuals or organizationsmay request a survey of project needs through members of theU.S. Senate or House of Representatives.

The Corps is authorized to construct, maintain, and operatepublic park and recreational facilities at its project areas,and to permit local interests to do so. The Corps constructsbeach erosion control projects in park and recreation areasowned by non-federal agencies, and develops small boat refugeharbors for recreational craft.

Efforts are made during all construction to preserve fish andwildlife; woodlands; historic, archaeological, and scenic re-sources; and to restore landscape features disturbed duringconstruction. Hearings are held during project planning stagesto permit expression of public views.

STUDENT ° Locate on a map federal land, and identify the DepartmentLEARNING or Agency which is responsible for its management.ACTIVITIES

° Discuss with members of local, county, or state resourcesmanagement groups their relationship with the federal agen-cies identified in this unit.

° Visit a resource management organization site or project.Examples include Corps of Engineers projects, nationalforests, wildlife refuges, recycling center, or water treat-ment plants.

147

. 160

TEACHER 0Subscribe to and display various publications of the For-

MANAGEMENT estry Service, Bureau of Land Management, National ParkACTIVITIES Service, etc., which show their role in resources manage-

ment.

Arrange for a speaker from the Forestry Service, EPA, orother federal agency to discuss with students their organi-zation's role in resources management.

Arrange for a field trip to visit a resource managementagency, organization, or project.

o Discuss with students such questions as:

What services should federal and stateresource management agencies provide?

What kind of resources management servicesdo you foresee for the future?

RESOURCES Our Living Land, U.S. Department of the Interior, GovernmentPrinting Office, 1971.

Environment and Change: The Next Fifty Years; and Environmentand Policy: The Next Fifty Years, Indiana University Press,TT67.

The Quiet Crisis, Stewart L. Udall, Avon Publishers, 1963.

Environmental Overheads, Hammond-Newsweek, Visual Study Series,Hammond, Incorporated, Educational Division, 1970.

Natural Resources for U.S. Growth: A Look Ahead to the Year2000, Hans H. Lansberg, John Hopkins Press, 1964.

148

161


INSTRUCTIONAL 1. Ability to identify and describe preprofessional entry

OBJECTIVES level jobs and basic qualifications for at least three ofthe major job families in resources management.

2. Ability to construct a typical "career lattice" for atleast three of the major job families in resources manage-ment.

CONTENT Entry Level Jobs. A career lattice is a series of jobs ofgradually increasing difficulty. Entry level jobs are those

jobs usually found on the first step of the lattice. They

usually require minimal skill and education. Examples of entry

level jobs in resources management are:

Parks - park attendantForests - forest aide or fire lookoutPollution Control - waste water plant attendant

Typical Career Lattices. The career lattices for several jobfamilies in resource management are not readily identifiable.In job families such as Conservation, or Fish and Game, promo-tional patterns are usually accomplished through a series ofin-grade salary increases.

In general, the way up for a person in the Park job family con-sists of a .series of preprofessional positions. For example,a person may start as a laborer, which in turn may lead togardener, then to gardener-foreman. The position of supervisoris typically the ultimate step and usually requires many yearsof experience, together with education beyond high school.

149

4,82


TEACHER

MANAGEMENTACTIVITIES

Another career lattice, particular y at the locallevel, is to become a grounds keeper, and later aSome local governments, particularly cities, havepositions (such as greenskeeper, or tree trimmer)with experience as a groundsman.

Career lattices in forestry work vary with the agencies. Aworker in the U.S. Forest Service for example, may qualify asDistrict Ranger, Staff Specialist, or perhaps Forest Supervisorin a National Forest, and may go on to a position in a regionalor national office. In a federal research agency, the forestermay advance to Research Forester specializing in forest manage-ment or silviculture. The top jobs in forestry work are usu-ally held by people experienced both as rangers and as forest-ers.

governmental

gardener.'

specializedopen to those

Most of the government service positions in agriculture andpollution control are at a professional level on the careerlattice, and require at least a college degree. In most in-stances these positions require specialization in a specificfield of study, as well as a master's degree.

o List and describe preprofessional entry level jobs andbasic hiring requirements found in three of the major jobfamilies within resources management.

o Construct a typical career lattice for a major occupationalgroup of your choice.

o Discuss with a resources management worker typical entrylevel jobs for which high school graduates are hired.

o Read pamphlets listed under Resources.

OOrganize students into small groups by job family interestarea to discuss typical activities of entry level jobs inresources management.

OArrange for a speaker from a local, state, or federal re-sources management organization, or the U.S. Civil ServiceCommission,to address the class. Ask him to stress pastand future employment opportunities, basic hiring require-ments, and typical career lattices in resources management.

ODiscuss with students the resources management occupation-al group stressing its major components.

ODiscuss with class questions similar to these:

What kind of career opportunities do youthink exist locally in resources management?

150

Can you name any local or state organizationsconcerned with resources management?

What kind of job could you get in resourcesmanagement as a high school graduate?

RESOURCES Where The Action Is...A Career In Park, Recreation, and

Conservation, National Recreation and Park Association, 1971.

Opportunities In Resource Mana9ement, Bureau of Land Manage-ment, U.S. Department of The Interior, 1971.

151

164

Unit 6 Manpower Needs in the 1910's

INSTRUCTIONAL 1. Ability to identify, locate, and use at least three sourcesOBJECTIVES of information and statistics concerned with manpower re-

quirements in resources management.

2. Ability to identify and describe present and emergent jobsfound in resources management.

CONTENT Tomorrow's Jobs. We can be certain, as we look ahead at to-morrow's jobs in resources management, that there will bechange. There will be more people working in this area andthey will have a higher level of education and training. Thenature of resources management is changing. Many new occupa-tions are emerging. However, despite the certainty of change,only a small percentage of students presently in school willenter those occupations which are drastically changing in con-tent. The overwhelming majority of students who enter re-sources management will find that the occupation will notchange too much in the next ten years.

The U.S. Department of Labor recently made projections ofgrowth for several of the job families in resources management.It showed that, in general, the employment growth will be fast-est among those occupations requiring the most education andtraining to enter. Employment in professional and technicaloccupations will show 'the most rapid growth - about twice asfast as preprofessional employment. These occupations usuallyrequire the most formal educational preparation. Within re-sources management at the federal level, the largest increasein employment will be in professional positions.

How Jobs Occur. Before looking at employment opportunities inresources management, let us consider how job openings occur.

.6 )

152

They stem from two sources: growth in the number of peopleemployed in a major occupational group, and replacement needs.In resources management, the need to replace workers who leavetheir jobs because of death, retirement, or other reasons willbe the principal source of new workers. Thus, there are fre-quently many openings each year in job families even when thatjob family is not growing or is even decreasing in size. Re-placement needs are high in fish and game, agriculture, andconservation job families. In rapidly growing job families,such as parks or pollution control, expansions of the job fam-ily and creation of new jobs will be causes of increased em-ployment.

Sources of Employment Information and Statistics. Most statesand several federal agencies have information and/or statisticsconcerning careers in resources development. The U.S. Depart-ment of Agriculture, U.S. Department of Commerce, U.S. Depart-ment of the Interior, and the U.S. Environmental ProtectionAgency-all these produce pamphlets and fact sheets about suchcareers. Professional associations such as the American For-estry Association and the National Recreation and Parks Asso-ciation also issue data concerning careers in resources manage-ment.

STUDENT 0Explain to the local librarian your interest in re-

LEARNING sources management and ask him to recommend a text onACTIVITIES career guidance.

o Write to the U.S. Civil Service Commission or your stateemployment service, and request brochures or occupationalguides covering careers in resources management.

o Read those sections in the Occupational Outlook Handbookwhich describes careers in agriculture, parks, conserva-tion,and forests.

o Collect and discuss information from newspapers and maga-zines dealing with resource management jobs and careers.

oAnalyze own qualifications and compare with recommendedqualifications for resources management worker.

TEACHER ° Arrange class in small groups to discuss present and emer-MANAGEMENT gent jobs in resources management.ACTIVITIES

o Provide students with addresses of resources managementorganizations to which they can write for career infor-mation.

.166

153

° Set up display of pictures, booklets, and pamphlets de-picting occupations in resources management.

° Encourage students to set up and maintain a file of clip-pings on changing employment patterns in resources manage-ment.

RESOURCES Occupations and Careers, S. Norman Feingold and Sol Swerdloff,McGraw-Hill Book Company, 1969.

Working Toward a Better Environment--Some Career Choices,Environmental Protection Agency, 1971.

Manpower for Environmental Protection, Environmental Scienceand Technology, Vol. 5, No. 4, April, 1971.

So You Want to Be a Forester, Charles Edgar Randall, AmericanForestry Association, 1971.--

:167

154

Section 5

RURAL, URBAN, AND COMMUNITY

DEVELOPMENT

168

155


UNIT 1 NATURE OF THE FIELD 157 UNIT 4 RECOMMENDED QUALIFICATIONS OFWORKERS 171



CONTENT 157

CONTENT 171

IntroductionMajor Job Families Age Level

EducationSTUDENT LEARNING ACTIVITIES 158 Job Entry

TEACHER MANAGEMENT ACTIVITIES 158 STUDENT LEARNING ACTIVITIES 173

RESOURCES 159 TEACHER MANAGEMENT ACTIVITIES 173

UNIT 2 BASIC CONCEPTS OF RURAL, URBAN, AND RESOURCES 174COMMUNITY DEVELOPMENT 160

UNIT 5 CAREER LATTICES AND JOB MOBILITY 175INSTRUCTIONAL OBJECTIVES 160


CONTENT 160

CONTENT 175

Community Action 160Zoning and Building 161 Entry Level JobsAcquisition 162 Typical Career LatticesMethods of Acquisition 162


STUDENT LEARNING ACTIVITIES 162TEACHER MANAGEMENT ACTIVITIES 179


RESOURCES 180

RESOURCES 165

UNIT 6 EMPLOYMENT PROSPECTS 181

UNIT 3 FUNCTIONS AND DUTIES OF WORKERS 167



CONTENT 181

CONTENT 167

Employment OutlookBackground 167 Employment Information andGeneral Duties StatisticsSpecialty Job FamiliesSalaries STUDENT LEARNING ACTIVITIES 183

STUDENT LEARNING ACTIVITIES 170 TEACHER MANAGEMENT ACTIVITIES 183

TEACHER MANAGEMENT ACTIVITIES 170 RESOURCES 185

RESOURCES 170

156

169

Unit 1

Section

RURAL, URBAN, AND

COMMUNITY DEVELOPMENT

Nature of the Field

INSTRUCTIONAL 1. Ability to identify four major problems in the field of

OBJECTIVES rural, urban, and community development, and to discusstheir implications.

CONTENT

2. Ability to identify the major job families in rural, urban,and community development.

Introduction. Planned rural, urban, and community developmentis now an important function at all levels of government. The

problems of our rapid growth in the United States have spilledacross local boundaries. As a result, there is an interrela-tionship and interdependence among our rural, suburban, andmetropolitan areas. Presently, the suburbs depend in largemeasure upon the metropolitan areas for culture, employment,entertainment, and hospital care. At the same time, sub-urbs provide residential areas, schools, and shops for the moreaffluent residents. The metropolitan areas are becoming bur-dened with the poor resident as well as with the rapidly in-creasing tax burden needed to provide increased municipal ser-vices in waste disposal, police protection, mass transit, andrelated areas. Coupled with this transformation, the metro-politan areas are faced with an increasingly smaller tax baseupon which to levy taxes. In addition, the rapidly developingsuburbs are consuming vast quantities of land and creating se-rious problems in waste disposal, commuter transportation, ed-ucation, water supply, and related areas.

To aid in relieving these problems, and to solve even moreacute problems that may well develop, there is a critical needfor professional and paraprofessional personnel in the area ofrural, urban, and community development. These urgent and com-plex problems, emerging from our present day social, physical,and economic changes, require carefully trained personnel in

157

.170

community action, planning, building and zoning, and land ac-quisition.

Major Job Families. There are four major job families withinrural, urban, and community development: community action,planning, building and zoning, and acquisition.

These four job families are primarily concerned with developingindividual skills and knowledge, as well as performance ofduties in support of professional planners who are employed bygovernmental agencies, county and city planning organizations,various state governments, the federal government, and by pri-vate consulting firms.

The four major job families are concerned with the developmentof skills and knowledge in such areas as chart and map prepara-tion; land use studies; preparation of community relations ma-terial; planning of water, sewer line, street, and highway lay-outs; as well as the proper location of such major municipalfacilities as schools and playgrounds. Persons employed inrural, urban, or community development are expected to developskills and knowledge as they relate to one of the four majorjob families.

STUDENT ° Describe the field of rural, urban, and community develop-LEARNING ment, and explain why it is so important at the presentACTIVITIES time.


o Develop a chart showing how employment in the occupationsof this field has increased during the past ten years.

o Develop a list of activities performed in the areas ofrural, urban, and community development.

o Compile a file of instructional resources for students.

o Assign students to form four groups and discuss the fourmajor job families.

o Invite a representative from the State Employment Serviceto make a presentation to the class on employment needs inthis work.

o Invite an urban planner or a member of the Regional Plan-ning Board to make a presentation to the class on the op-portunities in the areas of this development.

158

171

RESOURCES Dictionary of Occupational Titles, U.S. Department of Labor,U.S. Government Printing Office, 1965,

Occupational Outlook Handbook, Bureau of Labor Statistics,U.S. Department of Labor, Bulletin 1650, 1970-71 edition.

Planning for Development in New York State, New York StateOffice of Planning Coordination, National Clearinghouse forFederal Scientific and Technical Information, 1971.

All of the People All of the Time, Modern Talking PictureService, (Film, 28 min., color, free loan), 1966.

159

\- 172

Unit 2 Basic Concepts of Rural, Urban, and CommunityDevelopment

INSTRUCTIONAL 1. Ability to identify the eight facets of community action,OBJECTIVES and describe the function of each.

CONTENT

2. Ability to identify the need for rural, urban, and commu-nity planning in everyday life.

3. Ability to discuss the major issues as they relate tobuilding and zoning problems.

4. Ability to identify the problem involved in the acquisi-tion of land intended for governments and related uses.

Community Action. In the past two decades, people have beengetting more involved in the problems of their community, andhave formed community action groups to bring about desiredchanges and improvements. The activities of these groups havebeen responsible for bringing about many civic projects andimprovements. The scope of community action (including thecomponents of: community topology, structure, system, theory,analysis of problems, change, and development) has been broad-ened to include problems, improvement, welfare, and developmentof the community. Community action has become an importanttool of the people by increases in strength and bargainingpower through the united action of people in the community.

The field of community action, as related to rural, urban, andcommunity development is an increasingly important one. Withan increase in the number and kind of problems facing communi-ties and an increase in the overall number of communities,there will continue to be an increased demand for qualifiedpersonnel in this area.

160

173

Planning. It is evident that as our population increases, sodo our problems. The need for more schools, homes, and hospi-tals, as well as increased traffic problems, pollution, andother concerns related to a growing population, make rural,urban, and community planning imperative. Planning decisionsaffect the lives of all of us. Therefore, it is importantthat the individuals. concerned with this development have abroad understanding of what is actually involved in planning:including inventory and analysis, determination of goals andobjectives, plan development, and implementation phase.

Planning is an extremely important function of rural, urban,and community development, and must be continuously pursuedin order that we will have a better world in which to live.

Zoning and Building. Zoning is one method of enforcing theelements of a plan in rural, urban, and community development.Another method, of course, is a Building Code that will directand control the types and kinds of buildings that will be builtin specified areas. Both zoning ordinances and building codesare based upon police power.

Zoning. Through the division of the area into districts inwhich certain uses of land are permitted or prohibited, zoningserves as a guide for the development of the community. Zoningmay prohibit the introduction of an industrial use into a res-idential area or it may prohibit the building of residences inan industrial area. The presumed purpose of zoning activitiesis not to remodel a community, but to provide protection forexisting developments and some control for future growth.

Zoning is most effective when done in connection with a compre-hensive planning program. Good zoning requires extensive basicsurveys, mapping, and studies to prepare a master plan, andthere is little economy or value in trying to do the zoning jobalone, without the planning function.

A zoning ordinance based on (and supported by) a comprehensiveplan for the community is on a firmer foundation than one foran unplanned community.

Good zoning would include these components: legal authority,zoning agencies, application of zoning ordinances, data neededfor zoning ordinances, zoning ordinance preparation, zoningordinance enactment, changes in zoning ordinances and maps, andthe establishment of a Board of Appeals.

These components can be broken down into the following topics:legal authority; organization of zoning agencies; applicationof zoning; data needed prior to zoning ordinance preparation;

preparation of zoning ordinances; enactment of ordinances;

161

174

changes in zoning ordinances and maps; enforcement of zoningordinances; and the role of the Board of Appeals in grantingor denying variances.

BuiZdi . As in the case of other codes, administration, en-orcement, and adoption of the Building Code are matters of

local determination and control, although normally based upon,with local modifications, the Universal Building Code, whichhas been nationally adopted. Officials responsible for theenforcement and administration of the Building Code should beknowledgable of federal, state, and local laws, and other reg-ulatory measures to the building codes.

Acquisition. Acquiring adequate land for building utilization,recreation, transportation, and utilities, to meet the needs oftomorrow's population, presents a major challenge to all cityand county officials. This challenge will not diminish. Theamount of land available for all uses is essentially fixed,but demands for it continue to increase. As our populationexpands, so does the need to use the same tract of land forcompeting purposes.

At the present time, land is being consumed at a very rapidrate for many different purposes. Inasmuch as there is notenough suitable land ideally located to satisfy the demand,land costs are rising rapidly. This presents a serious prob-lem to elected officials who must acquire property for commu-nity needs.

Before public officials embark upon a massive land acquisitionprogram, a clearly defined policy should be established. A

policy statement sets forth the goal of each acquisition pro-gram, and indicates methods public officials may use to achievethat goal.

Methods of Acquisition. Land is obtained in a variety of ways;the resourceful public official will explore the possibility ofusing all of them. Some of these ways are: full title nego-tiation; installment buying; tax delinquent land; advance ac-quisition; eminent domain; and donation.

The field of land acquisition as it relates to rural, urban,and community development is an increasingly growing one. Asthe demand for land increases, employment opportunities in thisfield will also increase.

STUDENT 0 Define or discuss in a sentence or two the following termsLEARNING in relation to community action; community topology, struc-ACTIVITIES ture, system, analysis, theory, problems, change and devel-

opment.

162

175

o List problems of your community which have been solvedthrough the action of community groups.

OVisit areas of various communities and report on problemsthat you have seen which could be solved by community ac-tion.

OInterview people in various communities as to the mostpressing problems of the area and the action being takento alleviate the problems.

OInterview people in various communities for their opinionof community action and involvement in the solving ofcommunity problems.

OConduct a survey as to the relationship between town orcity officials and community action groups.

0Discuss the steps involved from the realization of a prob-lem, to the presentation and solution of the problem.

ODo a research paper on a problem in your community whichwas solved through community action. List the steps in-volved from first action to the solution of the problem.Specify time involved.

o Write a paper on the employment opportunities in communityaction work.

OIdentify a planning problem in a specific locality by useof the newspapers or a field trip.

OList the advantages and disadvantages of an occupation inplanning.

ODiscuss the relationship of planning to the other threejob families of rural, urban, and community development:community action, building and zoning, and acquisition.

0

List three objectives of zoning ordinances.

Name five building and zoning ordinances employed in yourarea.

List the procedures that are followed to enforce buildingcodes and zoning ordinances in your locality.

OVisit the local town or city hall and examine the buildingcodes and zoning ordinances in effect in your community.

ODiscuss steps involved in the acquisition of surplus govern-ment property for open space and recreation.

163

176

ODefine the following terms as they relate to land acquisi-tion: full title negotiation, installment buying, tax de-linquent lands, advance acquisition,and eminent domain.

ODescribe the field of land acquisition and what things mustbe considered when acquiring property.

ODiscuss acquisition costs and amounts of money availablefor acquiring lands for public use.

OVisit various recreation areas and discuss their advantagesand deficiencies.

o Make a list of recreation spaces in your local area.

o Conduct a survey in your neighborhood to find out how wellrecreation land is used and located.

o Do a short report on the need for acquiring land for re-creation areas.

OWrite a summary of problems to be considered when estab-lishing a land acquisition policy.

TEACHER 0Arrange visits to various communities to see the problems

MANAGEMENT first hand and attend meetings of the community actionACTIVITIES groups in those communities.

OProvide guidance to the students with their reading assign-ments and research papers.

OProvide the students with various materials on communityaction such as magazines, books, pamphlets, and newspaperclippings.

OAsk students to discuss planning problems which they haveidentified from the local newspaper.

OArrange for a visit to the local planning office to viewthe procedures used in the planning process.

OArrange for a field trip through the local community toidentify visible existing problems.

OPrepare a file of current zoning maps for student use.

OPrepare and order a list of films for students to view per-taining to related areas of planning.

OSubscribe to magazines and publications pertaining to localgovernment and planning, and to recreational facilities.

177

164

OInvite guest speakers to give lectures or lead discussionson various aspects of planning.

OArrange for students to visit the local town hall to findout how applications for zoning are submitted and approved.

OHave students make charts of zoned areas in the communityin which they live and identify the type of zoning for eacharea.

OHave students find out why zoning ordinances and buildingcodes are so important.

OHave each student prepare a map of a specific land areashowing open space and recreational facility deficienciesthat can be corrected through acquisition of land.

OHave students form groups and discuss advantages and dis-advantages of recreation areas in the local community.

OArrange for visits to various local recreation areas andland areas that could be used for recreation through acqui-sition by local public authorities.

OProvide guidance by showing students how to construct graphsand reports showing the ratio between recreation land acre-age and population.

OHave students discuss different types of recreation areas,and the purposes that they serve.

OArrange visits to the local planning office for explanations

of proposed recreational areas and the problems that ariseduring the acquisition of such property.

RESOURCES Community Structure and Analysis, Marvin B. Sussman, Crowell,1959.

Community in Action, Severyn Bruyn, College and UniversityPress, 1963.

Working with People in Community Action, Clarence King, Asso-ciation Press, 1965.

The Human Factor in Community Work, T.R. Batten, Oxford Univer-sity Press, 1965.

Community Development, National Training Laboratories, 1961.

Rural Development Planning, Earl M. Kulp, Praeger, 1970.

178

165

Urban Land Use Planning, F. Stuart Chapin, Jr., Harper andBrothers, 1957, and Board of Trustees of University of Illinois,1965.

Planning Functional School Buildings, M. R. Sumption and J. L.Landes, Harper and Brothers, 1967.

The Urban General Plan, T. J. Kent, Jr., Chandler PublishingCo., 1964.

Community Building Science Technique, Art, Doubleday and Co.,1956.

Rebuilding Cities, Percy Johnson-Marshall, Aldine PublishingCo., 1966.

The Place of the Ideal-Communiq Urban Planning, Thomas A.Reiner, Trustees of the University of Pennsylvania, 1963.

Site Planning, Kevin Lynch, Massachusetts Institute of Technol-ogy, 1962.

Legal Aspects of Planned Unit Residential Development, UrbanLand Institute, 1965.

Capital Requirements for Urban Development and Renewal, JohnW. Dyckman and Reginald R. Isaccs, McGraw-Hill, 1961.

Town Design, Frederich Gibberd, F. A. Praeger Inc., 1959.

New Towns - Answer to Urban Sprawl? The U. S. News and WorldReport, February 14, 1966.

Busy Remodeler of the World, Life, October 7, 1966.

Land to Live In, Orville L. Freeman, Current, October, 1969.

Scratch a City Planner, American City, May, 1966.

Making Cities Better Places to Live, Business Week, August 22,1970.

Urban Process: Planning With and For the Community, Architec-tural Record, May, 1969.

Study and Research - New Concept and Techniques, ArchitecturalRecord, March, 1970.

Local Planning and Zoning, New York Office of Planning Coor-dination, 1970.


INSTRUCTIONAL 1. Ability to identify the responsibilities and duties ofOBJECTIVES workers in each of the four job families in rural, urbati,

and community development.

2. Ability to make a comparison of the duties required ofworkers in each of the four different job families inrural, urban, and community development.

CONTENT Background. Until the 1960's, much of the governmental activ-ity in the field of community development was concentrated inrural areas. Today, however, the majority of Americans livein urban areas, and the problems of the cities have become ourmost crucial domestic issue. Poverty, racial strife, conges-tion, pollution, inadequate housing,and other ills cry out forsolutions. Americans who have not had a fair share in the gen-eral prosperity are demanding jobs, housing, education, andother services they have lacked, as well as the power to influ-ence the decisions of government. The need for new solutionshas never been greater, and much of society is looking to spe-cialists in rural, urban, and community development to inventthe means to a better future.

It is estimated that, for the next decade, there will be pri-mary emphasis on the physical growth and development of cities.The guidelines for a city's future physical development areoften expressed through a "comprehensive plan." Such a plan,typically, shows the proposed uses of the land (residential,commercial, and industrial areas; open space, recreation, etc.)as well as the distribution of public facilities, such as roads,rapid transit, schools, and parks.

Today, many comprehensive plans emphasize more the process ofconstant change and broad policies, rather than the narrower

167

questions of size and location of specific facilities. Socialand economic ramifications of the policies and alternativesare often mentioned.

A major reason for the growth of rural, urban, and communitydevelopment is that the interconnected nature of various fac-ets, physical, social and economic, is becoming an increasinglypotent force in American life. For instance, the constructionof an expressway between the center of a city and a suburbanarea may not merely offer better mobility to one group ofcitizens; but it may also destroy an existing community, createa slum in another section of the city into which the displacedpersons will crowd, cause a marsh to silt up and thus deprivewildfowl of their breeding grounds, and perhaps bring aboutseveral other unintended events that may cause harm to onegroup or another,sooner or later. The public service workersmust try to foresee both the beneficial and the harmful conse-quences, to weigh them against one another, and to recommendactions that will optimize the benefits and minimize the harm.

General Duties. Rural or urban development usually proceedsin specific steps: analysis of problems; identification ofgoals (general) and objectives (more specific); design of al-ternative programs to reach the objectives; evaluation of thealternatives; making of recommendations to those who must beresponsible for the final decisions; and monitoring of theeffectiveness of programs once they are being carried out.

In practice, these steps are not sharply separated, and oftenseveral of them go on simultaneously. Each step has its ownrequirements and tools which are appropriate to it. For ex-ample, in the analysis of problems it is usually desirable toget accurate and up-to-date statistical information concerningthose who a..e actually suffering under a certain condition (sayfrom deficient housing).

The formulation of the problem is also important: the approachto a solution may be quite different if one thinks of the poorhousing being related to a particular geographic area in thecity, rather than to a particular group that shares some ethnicor economic factor (such as being black, or with a median fam-ily income below, say, $3,000 per year).

Workers in rural, urban, and community development do not auto-matically know the desires or needs of the people. In settinggoals and objectives, planners are involving, more and more,the people whom the actions will affect. Surveys, public hear-ings, and other means are used to insure that the worker isnot merely assuming that his own values are those of the pub-lic.

168

71,-81

Specialty Job Families. Many individuals concerned with ru-ral, urban, and community development specialize in one spe-cific field' within a major job family. Some of these fieldsinclude:

Urban Renewal. Specialists in urban Tenewal have to-be- familiar with the complex federal legislation and procedures whichhave, over the past 20 years, done much to reshape the down-town areas of many American cities. Some of the key consider-ations in urban renewal planning are: relocation of presentresidents and businesses; rehabilitation of old, but struc-turally sound, buildings; demolition of unsound structures; andreplacement of demolished structures with new construction,schools, and other needed neighborhood facilities. Today,neighborhood and citizen groups often have a considerable in-volvement in planning for the future of their area of thecity.

Design. This specialty combines techniques from architectureand landscape architecture with planning principles. Expertsin urban design often work on large-scale development projects,such as complexes of public buildings, open space, and trans-portation facilities.

Economic Resources Development. Workers in these areas aimprimarily at economic objectives; improving levels of employ-ment, or increasing industrial growth in an area, for example.In resource development planning, the economic aims are com-bined with high attention to conservation of natural resources.

Administration. These positions are usually senior ones heldby experienced persons. Responsibility involves the legal as-pects of rural, urban, and community development; contact withlegislative bodies; hiring and training; budgeting; and thecoordination of public and private activities.

Other workers are involved in program evaluation, to determinehow well programs meet their stated objectives. Others areconcerned with design and administration of housing codes,zoning ordinances, and passage of laws.

Salaries. The salaries of rural, urban, and community develop-ment workers vary with the type of duties they are assigned, aswell as with the geographical locations of their jobs. Theaverage salary at the entry level for a paraprofessional variesconsiderably. Some salaries range from a minimum of $4,500annually to $8,000 annually. The average beginning salary fora beginning professional is $8,600 per year, while the top sal-ary is $28,000, or more, per year.

169

182

STUDENT0 Divide the class into four groups and discuss the goals of

LEARNING the four major job families in this field.ACTIVITIES

O Develop a list of occupations with responsibilities andduties in each of the four major job families.

O Identify those duties which are performed in each of thefour major job families.

O Interview a worker, such as a local building inspector orzoning enforcement officer, and make a list of his specificresponsibilities and duties.

OVisit the local townhall and observe what takes place whena building permit application is submitted and processed.

OPrepare a research report on the working conditions ofworkers in one of the four major job families in rural,urban, and community development, and make a report to theclass.

TEACHER 0 Arrange for the students to visit a local planning officeMANAGEMENT and hear a presentation from the official in charge.ACTIVITIES

ODiscuss with students the reasons why rural, urban, andcommunity development is becoming more complex and moreimportant.

O Discuss with the students the goals of workers in the jobfamilies of community action, planning, building and zoning,and acquisition.

ODiscuss with the students the responsibilities and dutiesof workers in the same job families.

ODiscuss with the students the duties common to all jobfamilies in this field.

RESOURCES Innovative Zoning, Legal Memorandum, New York State Officeof Planning Services, 1971.

Interim-Stop Gap Zoning, New York State Office of PlanningServices, 1969.

People and Plans, Herbert J. Gans, Basic Books, 1968.

Cities In A Race With Time, Jeanne R. Lowe, Random House, 1967.

The City Planning Process: A Political Analysis, Alan A.Altshuler, Cornell University Press, 1965.

170

183

Unit 4 Recommended Qualifications of Workers

INSTRUCTIONAL 1. Familiarity with, and ability to discuss, the typical jobOBJECTIVES entry qualification, such as age, education, and background

experiences for the rural, urban, and community developmentworker.

CONTENT

2. Ability to evaluate his own qualifications and compare themwith the recommended qualifications required for entrylevel jobs.

Awe Level. As with most jobs, the basic entry age of workersin rura , urban, and community development varies greatly. Insome cases it is possible to start work at age 16 as a survey-or's rod man, drafting tracer, or storekeeper. However, mostpeople typically start at age 18 to 25 and continue workinguntil retirement age. The usual working age range is 18 to 60.

Education. Preprofessionals at the basic job entry level have,typically, had some experiences in high school related to thejob area they desire to enter, and most hold a high school di-ploma. Others possess a college education, which is usuallyrequired for entry at the professional level. However, manyjobs such as building inspector, building manager, and seniordraftsman are gained by years of experience on the job, and notnecessarily by formal schooling. Most entry level older work-ers hold (at the very least), or are working toward, a G.E.D.certificate.

Job EntD.. Approximately 9 out of 10 jobs in the federal gov-ernment are covered by the Civil Service Act, which providesthat competitive examinations must be taken to obtain thesejobs. Persons who score the highest on the exams receive first

171

18 4

preference in hiring, although other factors, such as veteran's

status, may have a bearing also. Some jobs may not be covered

by this requirement. Applicants must meet minimum age, train-ing, and experience requirements for the particular job theydesire.

Most state and local government positions are also filled bysome form of civil service test, and personnel are hired andpromotedon the basis of merit. Specific information on jobsavailable can be obtained at the State Employment office, orthrough the state or local Civil Service Commission. Keep in

mind that there are often exceptions to the above qualifyingrequirements in some areas.

The needed entrance qualifications or programs to further theupward job mobility can be gained in high school, technicalinstitutes, junior and community colleges, extension divisionsof colleges and universities, and through correspondenceschools. Other persons qualify for various career jobs or ad-vance upward in their careers through on-the-job training pro-grams, combined with part-time schooling or apprenticeship pro-grams. Important qualifications for success are a sincere in-terest in one's work, and the ability to get along with othersin the community.

Community Action. Entry level jobs at the preprofessional lev-07,117,7717,1re a high school education or its equivalent.Preprofessionals qualify with drafting, or clerical knowledge,or some form of community involvement activities or knowledge.At the professional level -) -a -- masters' -degree is desired, with

undergraduate work in city planning, architecture, engineering,or public administration.

Planning. Entry level jobs in planning typically call for ex-perience or familiarity with the field of drafting. This ap-plies also to the closely related areas of illustrating, andmodelmaking. Some ability to visualize objects in three di-mensions, and skill in freehand sketching is needed. At theprofessional level, a masters' degree in planning is most de-sirable. Planners must frequently pass civil service examina-tions for appointment.

Building and Zoning. Entry level jobs in building and zoningusually require a-high school education or its equivalent, withsome training in drafting or its related fields. Inasmuch asworkers are expected to prepare and use maps, and to prepareand use building and zoning codes, additional on-the-job train-ing or education may also be desired. At the professional lev-el, five years or so of experience in housing, construction,

172-t z:

18 f.5

architecture, or engineering is needed, or three or more yearsof college.

Acquisition. Job entry requirements vary in this area fromminimal amounts of drafting, mechanics, or surveying gained inhigh school or its equivalent, to first or second level pro-fessional college degrees in housing administration, architec-ture, or surveying. Occupations involve assessments, estab-lishing boundaries, protection of public properties and equip-ment, mapping, and community involvement.

STUDENT 0Study and discuss material on age, education, background,

LEARNING experience, and training, and recommended qualificationsACTIVITIES for workers in this field.

OAnalyze self interest and experiences, and compare thesequalifications with the recommended qualifications forworkers in this field.

O Develop a short comparative report on the analysis and com-parison of your own qualifications with the recommendedqualifications for workers in this area.

ODevelop a list of further education or training experiencesneeded to qualify for a job at a higher entry level.

ODevelop a list of experiences and/or types of training thatwould enable the student to make the most rapid progress onthe job.

O Select one or more specific entry level jobs in which thestudent is interested, determine the local entry qualifi-cations, salary, and working conditions, and /or duties.

OVisit the local civil service commission office and makea listing of jobs currently available, entry qualifications,salary, and working conditions and/or duties.

ODevelop a list of all career jobs for which the student ispresently qualified, and compare the similarities and dif-ferences between these entry level jobs.

TEACHER 0 Arrange for a visit to the local state employment office.MANAGEMENTACTIVITIES 0 Prepare a bulletin board display comparing various quali-

fications for entry level jobs such as age, education,training, and other experience.

OProvide opportunity for group discussion and analysis of

173

--

student's own qualifications with recommended entry levelqualifications for workers in this group of services.

o Provide a report or conduct a class discussion on the ex-periences of previous students who have entered this careerarea from this school.

OArrange for a class field trip to the local Civil ServiceCommission office.

0Conduct a discussion on the various types of examinationsrequired for many government entry jobs.

OConduct a discussion on the similarity of qualificationsfor a specific entry level job in various parts of thecountry, and the resultant mobility available 'to workers.

ODiscuss the mobility available between various entry leveljobs, or between career families.

RESOURCES The Challenge of Urban Planning, American Institute of Planners,1970.

Employment Outlook for Urban Planners, Department of Labor,U.S. Government Printing Office, 1970.

Careers for Women: Why Not Be An Urban Planner? Department ofLabor, U.S. Government Printing Office, 1971.

Urban Planner, Chronicle Guidance Publications, 1970.

Careers in Public Planning and Administration, Angelo Cohn,Henry Z. Walck, Inc., 1967.

Career Opportunities: Community Service and Related Special-ists, J. G. Ferguson Publishing Co., 1970.

Unusual Careers, Martha E. Munzer, Alfred A. Knopf, Inc., 1970.

The City As a Community, Washington Square Press, 1970.

Planning Our Town, Martha E. Munzer, Alfred A. Knopf, Inc., 1964.

Cities Are People, S. Carl Hirsch, Viking Press, Inc., 1968.

Our Working World: Cities At Work, Lawrence Senesh, ScienceResearch Associates, 1966.

174

'187

Unit 5 Career Lattices and Job Mobility

INSTRUCTIONAL 1. Ability to identify preprofessional entry level jobs inOBJECTIVES the community action, planning, building and zoning, and

acquisition job families.

2. Ability to construct a typical career lattice for elementswithin the community action, planning, building and zoning,and acquisition job families.

CONTENT

3. Ability to describe typical entry level jobs for prepro-fessional workers in the field of rural, urban, and com-munity development.

Entry Level Jobs. A career ladder is a series of positions ofgradually increasing difficulty. The first step on the ladderis usually referred to as "entry level." Entry level jobs re-quire minimal skill and education, and are usually open toworkers without prior experience in that job. Examples of en-try level jobs in rural, urban, and community development are:

Community Action - Community Program AideUrban Renewal AideStorekeeping Clerk

Planning - Planning AideMessengerModelmakerJunior Architect

Building/Zoning - Building Inspector TraineeEngineering Aide

Aides or paraprofessionals in community action assist in thepreparation of education and planning programs, and in clerical

175

2:188


and housekeeping duties. Aides in planning assist in mapping,drafting, designing, engrossing, and modelmaking; and in build-ing and zoning, they participate in housekeeping, caretaking,and maintaining records.

Typical Career Lattices. Clearly identifiable career latticesin the major job families in the rural, urban, and communitydevelopment areas are shown in Figures 9 through 13. Theseare based on large organization or systems, although the num-ber of positions might be reduced in smaller organizations.While the career lattices emphasize preprofessional jobs, theyalso include professional positions. Specific job titles andduties to be performed will vary somewhat with the type oforganization and its purposes and goals.

The career lattices illustrate the presence of the opportuni-ties for upward mobility in the major job families. Implicitin the upward mobility is the difference between "careers" and"jobs." Job training connotes training for a position whichmay or may not have permanence. Career training involves pro-gress through a series of clearly defined steps (work and/oreducation) leading to a desired carter.

It should be noted that there are alternate routes upwardthrough various career lattices, and that many basic skillsand experiences acquired in one occupation can be used in othercareer lattices. The acquisition of certain skills permits hor-izontal as well as vertical mobility between various careers,such as clerical, housekeeping, or drafting and mapping. Forexample, basic drafting skills can lead to a career as a drafts-man, as a mapmaker, as a modelmaker, or as a planner; or maylead into engineering and many other fields.

Define these terms: career lattice, career mobility, andentry level job.

Visit a local planning, urban renewal, or developmentagency.

List and describe preprofessional entry level jobs in eachof the major job families in rural, urban, and communitydevelopment.

Visit the state employment office to determine the kindsof job openings in this area. .

Discuss with other students or a counselor the typical ac-tivities of each entry worker in this work.

176

189

COMMUNITY PROGRAM COORDINATOR

FIELD REPRESENTATIVE

PROGRAM PLANNER

SPECIAL SERVICES AIDE

COMMUNITY PROGRAM AIDE I

Figure 9 - Typical Career Lattice - Community Action

COORDINATOR OF PROJECTS

r1

PROJECT MANAGER

PROJECT PLANNER

INVESTIGATOR 1

ElJRBAN RENEWAL AIDE I

Figure 10 - Typical Career Lattice - Urban Renewal

177

190

CHIEF PLANNER

PRINCIPAL PLANNING COORDINATOR

SENIOR PLANNING COORDINATOR jamommoom

PLANNING COORDINATOR

PLANNING COORDINATOR TRAINEE

LPLANNING AIDE

Figure ZZ - Typical Career Lattice - Planning

BUILDINu CODE FIELD REPRESENTATIVE

BUILDING INSPECTOR

I....mmBUILDING INSPECTOR AIDE.1

BUILDING INSPECTOR TRAINEE

Figure 12 - Typical Career Lattice - Building Inspection

178

191

PRINCIPAL DRAFTSMAN

GENERAL ARCHITECTURAL CARTOGRAPHICMECHANICAL STRUCTURAL ELECTRICAL

SENIOR DRAFTSMAN

GENERAL ARCHITECTURAL CARTOGRAPH!CMECHANICAL STRUCTURAL ELECTRICAL

DRAFTSMAN

DRAFTING AIDE I

LMESSENGER I

Figure t3 - Typical Career Lattice - Planning & Drafting

o Construct a typical career ladder for one or more job fam-ilies showing the upward and horizontal mobility of thecareer ladder.

TEACHER 0Visit a local planning, urban renewal, or development agen-

MANAGEMENT cy and view on-the-job activities typically found in thisACTIVITIES development.

o Discuss the many basic similarities for entry level jobrequirements found both in the private and public sectorsof employment.

OInvite a public planning agency planner to discuss withstudents the role of his agency, its potential for jobemployment opportunities, and the types of jobs and skillsdesired.

o Prepare a bulletin display of a "career ladder" showingphotographs, pamphlets, salaries, and job descriptions fora specific development career family.

179

192

RESOURCES Dictionary of Occu ational Titles, Department of Labor, U.S.Government Printing f ice,

Planninl, International CityPrinciples and Practice of UrbanManagers Association, 1968.

Opportunities in City Planning,Guidance Manuals, 1961.

Marjorie S. Berger, Vocational

Studying Your Government, Roland J. Warren, Russell Sage Foun-dation, 1955.

Government Careers and the Community College, Andrew S. Korim,American Association of Junior Colleges, 1971.

Careers in Public Planning and Administration, Angelo Cohn,Henry Z. Walck, 1966.

Your Career in Civil Service, Robert A. Liston, JulianMessner, 1966.

City Employment in 1969, Bureau of the Census, Department ofCommerce, U.S. Government Printing Office, 1970.

I Like It Here, Modern Talking Picture Service, (Film, 17 min.,35 nun, color, sound, free loan), 1970.

180

193


INSTRUCTIONAL 1. Ability to identify at least five sources of information

OBJECTIVES and statistics concerning employment outlook in rural,

urban, and community development.

2. Ability to compare data dealing with the employment expec-tations of jobs in rural, urban, and community development,and with student's own job goals.

CONTENT

3. Ability to discuss the overall employment trends, bothshort range and long range, in the general area of rural,urban, and community development.

Employment Outlook. At the present time, the area of rural,urban, and community development is one that is expanding at atremendous rate, and all indications are that it will continueto employ more and more workers in the foreseeable future. The

rebuilding of America's cities, the growth of the suburbs, thepreservation of open spaces, and the protection of the ruralareas, as well as shifting housing and working patterns, andthe general mobility of the overall population, have createdtremendous pressures to plan for orderly growth, changes, andplanning in both rural and metropolitan areas. Almost all com-

munities in America are involved to some degree in planning.This in turn has generated great demands for both professionalsand paraprofessionals.

Paraprofessionals perform the support functions such as draft-ing, mapping, aiding building inspections, or assisting sur-veyors, in addition to housekeeping and maintenance duties.Professionals are in great demand and the shortage of qualifiedplanners is expected to continue for some time. In a recent

year, there were about 2,000 vacancies in planning agencies,according to the American Society of Planning Officials. More

181

194

recently, it was estimated that there were only about 600 uni-versity graduates in planning to fill some 8,000 job vacancies.

It is expected that the construction of new cities and towns,the development of transportation systems, the need for recre-ation and open areas, the rebuilding of cities, and environ-mental planning, will continue to generate a need for a greatnumber of workers at both the professional and the paraprofes-sional levels for some time to come. This may be categorizedas one of the most highest employment growth fields.

Employment Information and Statistics. The most readily avail-able sources of information on employment are the school guidanceoffices and the local newspaper classified columns. Almost alllibraries have a wide range of books, pamphlets, brochures,and other materials related to career information and employ-ment trends in this field. The Occupational Outlook Handbook,the Occupational Outlook Quarterly, and other publications ofthe Bureau of Labor Statistics, U.S. Department of Labor, arealso excellent sources. Many states and major localities alsooffer free materials of this general nature.

Information may be obtained from the State Employment Office,the State Labor Department, and the local Civil Service Com-mission. The following professional association and govern-mental agencies are among those which have materials concerningemployment prospects:

American Institute of Planners917 15th Street, N.W.Washington, D.C. 20005

American Society of Planning Officials1313 East 60th StreetChicago, Illinois 60637

American Congress on Surveying & MappingWoodward BuildingWashington, D.C. 20005

American Society of Landscape Architects2013 I Street, N.W.

Washington, D.C. 20006

American Institute of Architects1735 New York Avenue, N.W.Washington, D.C. 20006

American Institute for Design & Drafting305 S. Andrews Avenue, Suite 610Fort Lauderdale, Florida 33301

1.95182

American Federation of Technical Engineers1126 16th Street, N.W.Washington, D.C. 20036

Engineers Council for Professional Development345 East 47th StreetNew York, New York 10017

Regional OfficeBureau of Labor StatisticsU.S. Department of LaborAddress listed in Occupational Outlook Handbook

STUDENT 0Discuss career possibilities and requirements for employ-

LEARNING ment as a rural, urban, and community development workerACTIVITIES in your community.


OStudy the school library file on statistics and informationon the job expectations in this area.

OLearn about the employment opportunities available in yourown area in this work.

ODiscuss local educational opportunities available in yourcareer interest area.

OContact a teacher or guidance counselor who is familiarwith the entrance requirements for an institution of higherlearning that prepares professionals in your choice ofcareer area, and discuss your interests and qualifications.

OWrite a short summary of your employment goals.

OPrepare a report for class discussion on the employmenttrend statistics, entrance requirements, and employmentpotential for jobs in rural , urban, and community develop-ment, in a specific area of community action, planning,building and zoning, and acquisition.

O Subscribe to the Occupational Outlook Quarterly, and askstudents to make periodic reports on employment trends,wages, etc., as described therein.

O Arrange for students to visit the local state employmentservice office and discuss the employment outlook in rural,urban, and community development areas.

OArrange for a representative of the Civil Service Officeto discuss with students examinations and other job entryqualifications.

1961

183

o Compile a file of newspaper listings and accounts of civilservice job opening announcements, salaries, resignations,and other changes for class discussion or bulletin boarddisplay.

o Arrange for a comparative class discussion of students'employment goals, and the employment outlook locally andnationally in these fields in the major job families.

o Compile a file of educational institutions that offercourse work in these fields.

o Secure employment application forms from various agenciesand conduct a class discussion on the types of informationasked for.

o Compile an information file on local agencies involved inthese areas of development based on newspaper accounts,public relations announcements, career announcements, etc.

o Secure the correct titles, function, contact person, andaddresses of local agencies involved in this work.

o Arrange for various agencies involved in rural, urban, andcommunity development to provide speakers for class presen-tations.

o Arrange for students to attend public information meetings,hearings, and other types of presentations given to thecommunity by agencies involved in these areas.

ORequest local agencies involved in rural, urban, and com-munity development work to provide classroom quantities

of pamphlets, booklets, and other types of public infor-mation notices.

OArrange for a field trip to a project being constructed,planned, acquired, or changed by an agency involved inthis development.

OCompile a listing of names and addresses of national orga-nizations involved in this field.

OContact various agencies, foundations, or associations anddetermine the type of information, financial aids, andother types of assistance they may offer prospective en-tering workers and/or students.

1'97.

184

RESOURCES Tenant Services Personnel: 48 Job Descriptions from LargeHousing Authorities, National Association of Housing and Re-development Officials, 1970.

Principles and Practice of Urban Planning, International CityManagers' Association, 1968.

Education and Career Information for Planning and RelatedFields, American Society of Planning Officials.

The Challenge of Urban Planning, American Institute of Plan:-ners, 1970.

-ate

Section 6

PUBLIC SAFETY, CORRECTIONS,

AND JUDICIAL SERVICES

187


UNIT 1 PRIMARY, FUNCTIONS OF PUBLIC SAFETY, UNIT 4 FUNCTIONS AND DUTIES OF WORKERSCORRECTIONS, AND JUDICIAL AND WORKING CONDITIONS 207SERVICES 189

INSTRUCTIONAL OBJECTIVES 207INSTRUCTIONAL OBJECTIVES 189

CONTENT 207CONTENT 189

Nature of the Work and DutiesDescriptive Overview Conditions and Places of EmploymentMajor Job Families Salaries

STUDENT LEARNING ACTIVITIES 190 STUDENT LEARNINt ACTIVITIES 213

TEACHER MANAGEMENT ACTIVITIES 191 TEACHER MANAGEMENT ACTIVITIES 213

RESOURCES 191 RESOURCES 213

UNIT 2 BACKGROUND. ORGANIZATION, AND UNIT 5 PECOPMENDED QUALIFICATIONS OFOPERATIONS - PUBLIC SKETY. WORKERS 215

RREcT tUY.---IUAT--'w.mmriA1.SERVICES 193 INSTRUCTIONAL OBJECTIVES 215

INSTRUCTIONAL OBJECTIVES 193 CONTENT 215

CONTENT 194 AgeEducational Requirements

Origin and Purpose of Law Enforce-ment and Public Safety

Physical Requi rementsOther Entrance Requirements

Organization and Operation at theLocal Level STUDENT LEARNING ACTIVITIES 217

Organization and Operation at theState and Federal Levels TEACHER MANAGEMENT ACTIVITIES 217

STUDENT LEARNING ACTIVITIES 196 RESOURCES 217

TEACHER MANAGEMENT ACTIVITIES 197 UNIT 6 CAREER LATTICES AND MOBILITY 218

RESOURCES 198 INSTRUCTIONAL OBJECTIVES 218..,

UNIT 3 THE JUDICIAL SYSTEM IN AMERICA 201 CONTENT 218

'INSTRUCTIONAL OBJECTIVES 201 Entry Level JobsTypical Career Lattices

CONTENT 201

STUDENT LEARNING ACTIVITIES 224Administration of the Judicial

System in America TEACHER MANAGEMENT ACTIVITIES 224The Concept of JusticeMeans of Providing Justice RESOURCES 224The Governmental System of Pro-

viding JusticeThe Criminal Justice System

UNIT 7 EMPLOYMENT PROSPECTS 225

INSTRUCTIONAL OBJECTIVES 225STUDENT LEARNING ACTIVITIES 204

CONTENT 225TEACHER MANAGEMENT ACTIVITIES 205

Employment OutlookRESOURCES 206 Sources of Employment Information



RESOURCES 227

"200

188

Unit 1

Section 6PUBLIC SAFETY, CORRECTIONS,

AND JUDICIAL SERVICES

Primary Functions of Public Safety, Corrections,and Judicial Services

INSTRUCTIONAL 1. Ability to identify the three major branches in the Ameri-

OBJECTIVES can system of government, and to explain the position ofpublic safety, corrections, and judicial services in thestructure of the American system of government.

2. Ability to identify the major job families in public safe-ty, corrections, and judicial services, as well as describethe nature of the work for each.

CONTENT Descriptive Overview. The major occupational group which em-braces the fields of Public Safety, Corrections, and JudicialServices, is concerned with the protection of human and prop-erty rights as well as the resolution of related conflicts.The Judicial Branch, together with the Executive Branch, formsa. part of the American system of government. While the Execu-tive Branch administers and enforces the laws, the JudicialBranch complies with the laws, applies them, and judges wheth-er persons are guilty of their violations. Public Safety isconcerned mainly with law enforcement and protection againstfire. The primary function of law enforcement officers is toenforce the laws, while the function of firefighters is to pro-tect the community against the loss of life, injury, and thedestruction of property by fire or any natural calamity.

The Department of Corrections administers the correctional sys-tem for adults convicted of felonies and committed by thecourts to the Director of Corrections for terms prescribed by

law. The Department also maintains a program of treatment de-signed to help each inmate to become prepared vocationally,academically, physically,and psychologically to take his place

in free society. The Department also supervises parolees andaddict out-patient psychiatric clinics, Halfway Houses, andanti-narcotic testing facilities.

201189

STUDENTLEARNING

ACTIVITIES

The Department of Justice is the chief law office of the state.This Department interprets the laws, renders opinions, and rep-resents the state in civil and criminal proceedings. It main-tains central fingerprint and criminal record files, compilesstatistics pertaining to crime, assists peace officers in civiland criminal investigations, and participates in direct enforce-ment of the laws relating to use, possession, and sale of nar-cotics. The Department also passes on the constitutionalityof each law passed by the Legislature for the final consider-ation of the Governor, and represents the state on all criminaland civil matters before the Appellate and Supreme Courts.

The major authority of government which protects the health,safety, and welfare of its people is the Police Department,with the primary function of law enforcement. However, theirwork is not limited only to law enforcement, but covers alsowork in courts, prisons, and probation.

Ma'or Job Families. The Public Safety, Corrections, and Judi-cia Services occupational group includes five major job fami-lies: law enforcement, fire protection, courts, corrections,probation, and parole. (Civil Defense is a function of PublicSafety Enforcement.)

All these job families deal with the protection of human rights.Health, safety, welfare of the people, and property rights in-clude some of the areas which fall under this major occupation-al group. People working in tho public safety, corrections,and judicial services field are expected to perform competentlya broad range of duties in accordance with the specific jobfamily.

View films on You and the Law, and participate in discus-sion of the films.

OPrepare at least three questions on the primary functionsof public safety, corrections, and judicial services, anddiscuss these with resource people in the major job fami-lies.

ODescribe the fields of public safety, corrections, andjudicial services, and identify the three major branchesin the American system of government.

OWrite a short overview of the occupational group statingthe main protective duties performed within this group.

OList the major job families and compare the predominantconcerns and duties of each group.

2O2190

TEACHER0 Arrange for visit by resource people in the major job

MANAGEMENT families.

ACTIVITIESO Have students visit local agencies in the public safety,

corrections, and judicial services, and observe the primaryfunctions of workers. Have students collect materials andinformation on the functions and duties of workers in thisoccupational group. Help students display materials andinformation, and share with their peers.

OHave students form small groups to discuss and compare theprimary functions of the six job families.

RESOURCES You and the Law, Guidance Associates of Pleasantville, (Film-strips, Part I, 14 min.; Part II, 15 min.; Discussion Guide,purchase), 1972.

Police Science for the Young American, V. A. Leonard; CharlesC. Thomas, 1968.

Police and Public Safety, R. E. Clift, W. H. Anderson Co.,1963.

Law Enforcement; An Introduction to the Police Role in theCommunity, T. F. Mains; Prentice-Hall, 1968.

Introduction to Law Enforcement and Criminal Justice, A. C.Germann, F. D. Day, R. R. J. Ga arti; C arles C. Thomas,1968.

Introduction to Police Science, J. L. Sullivan; McGraw-Hill,1966.

President's Commission on Law Enforcement, 6 volumes, U.S.Government Printing Office, 1968-69.

Your Future As a Policeman--Policewoman, Harcourt, Brace andJovanovitch, (Audio Tape Reel), 1969.

Law and Its Enforcers, Westinghouse Learning, (Audio Cassette),1970.

Modern Law Enforcement and Police Science, Charles C. Thomas,1967.

The Police, The Judiciary, and the Criminal, Charles C. Thomas,1969.

Introduction to Criminal Justice, J. R. Lansberry, Davis Pub-lishing Co., 1968.

'203191

- -1

...

Federal Courts and Law Enforcement, McGraw -Hill, (Filmstrip,38 frames, black and white, purchase), 1969.

A Study of the Fireman's Occupation, D. Allen, W. S. Bodner,R. Lans, J. Meyer; Division of Vocational Education, Universityof California, 1968.

204

192

Unit 2 Background, Organization, and Operations -

Public Safety, Corrections, and Judicial Services

INSTRUCTIONAL 1. Ability to demonstrate knowledge of law enforcement agen-OBJECTIVES cies and their roles at the different levels by identifying

at least four general objectives of law enforcement.

2. Ability to explain the components and the structure of lawenforcement in the United States.

3. Ability to identify the various law enforcement agencies,explain their functions, and typical organizational pat-tern.

4. Ability to demonstrate knowledge of the mission of policeby listing the basic police purposes and at least fivemajor tasks the police must perform to accomplish theirmissions.

5. Ability to explain the organization of the police depart-ment, outline the organizational relationships and primaryfunctions of administrative units, and describe the author-ity and duties of personnel.

6. Ability to identify the major police operations and explaintheir functions.

7. Ability to identify the major fire safety and prisons oper-ations, and explain the functions of firemen and correc-tional officers.

8. Ability to demonstrate knowledge of the state and federallaw enforcement agencies by describing the development,the authority and duties, and the major units of the stateand federal law enforcement agencies.

,205

193

9. Ability to identify the major units of related law enforce-ment agencies and describe their authority and duties.

CONTENT Origin and purpose of Law Enforcement and Public Safety. Lawenforcement dates back to the time of Hammurabi, a Babylonianruler who lived about 2000 B.C.; records show existence of lawsto assure order in the community. With the development of civ-ilization,law enforcement has also developed. The basic con-cepts of U.S. law enforcement originated in England; for exam-ple, the New York City Police Department was formed in 1834along the general lines of Scotland Yard.

The police belong to the Executive Branch of our government andenforce the laws established by the Legislative Branch, andinterpreted by the Judicial Branch. Judgment and punishment ofoffenders is performed by other branches of our constitutionalgovernment. Federal, state, and local law enforcement agenciesoperate in their own spheres of jurisdiction, although theAmerican police and fire prevention forces are free from feder-al or central control. Each community is responsible for theestablishment and administration of its own police department,and its own fire department.

Different types of law enforcement agencies had different ori-gins. The municipal police force is the most common and impor-tant branch of local government. Some police forces have beenformed for specific needs, e.g., the law agencies created atthe state and federal levels for the purposes of taxation, li-censing, and other revenue laws. Narcotics bureaus, alcoholiccontrol departments, and highway patrols are among the depart-ments which have statewide jurisdiction. Because of their na-tionwide responsibilities, federal agencies have no geographicboundaries, and cooperate not only with state police, but alsowith police of foreign countries.

Organization and Operation at the Local Level. The organiza-tion and operation of the Municipal Police Department varies withthe department and the district. The basic police purpose isto enforce laws in a designated district. To accomplish theirmission, the police must perform these major tasks:

the prevention of criminal activities,the repression of criminal activities,the arrest of law violators,the regulation of people in their noncriminal activities,the performance of public duties.

The organization of the department defines the tasks of thepolice, and provides coordination and control in their work oflaw enforcement. Organizational relationships are similar in

206194

most police departments. The administrative units of a policedepartment include the Office of the Chief, Departmental Divi-sions, special uni+s, auxiliary units, and staff services.

Law enforcement officers have many duties, varying with thedepartment of employment. The patrolman enforces laws in agiven district. He is aided by a dispatcher, who answers tele-phone complaints and dispatches patrolmen to the scene. Someof the other people who help the patrolman enforce laws includethe Precinct Commander, Desk Lieutenant, Patrol Sergeant, Po-lice Cadet, Detective, Juvenile Officer, Traffic Officer, andPolicewoman. In addition, there are narcotics officers, whoinvestigate cases involving the use of narcotics; hit-skip of-ficers, who gather physical evidence from automobile accidentsfor analysis; and fingerprint technicians, who obtain, classi-fy, and file fingerprints for identification.

Major divisions of police operations include patrol, the inves-tigative process, traffic supervision, juvenile delinquencyprevention and control, and auxiliary service units.

The main functions of patrol operations are to prevent crimesand to take corrective measures when incidents occur. Thesefunctions call for methods of patrol to accomplish: the pre-vention of the development of criminal and other anti-socialtendencies; the reduction of the opportunity for law violation;the preservation of the peace when it is threatened; and theprovision of a variety of services to the public. Patrol func-tions provide basic police services, and may be conducted onfoot, by car, by helicopter, and other means.

The investigative process has the principal purpose of investi-gating crimes, recovering stolen property, arresting suspectedand identified criminals, and preparing cases for prosecution.The crimes more frequently handled by this group of officersinclude criminal homicide, robbery, aggravated assault, bur-glary, larceny, automobile theft, assault and battery, forgery,embezzlement, stolen property offenses, weapon violations, andoffenses against the family and children. The investigativemethods incorporate the detective division and auxiliary units,such as the crime laboratory.

Traffic supervision has the primary police traffic function ofthe promotion of safety on the streets and highways, with par-ticular reference to drivers and pedestrians. The major traf-fic responsibilities are the enforcement of traffic laws, en-forcement of parking ordinances, enforcement of requirementsfor vehicles and vehicle operators, pedestrian control, inves-tigation of traffic accidents, and traffic education.

The Juvenile Delinquency Prevention and Control Division hasthe purpose of protecting dependent children, and preventing

,o,207

195


crime by eliminating (or inhibiting) the desire to commit crim-inal acts by juveniles who have not reached a certain minimumage, which varies from state to state, the lowest being eight-een years of age. The police officers try to discover a crim-inal or delinquent behavior pattern at an early age, and thentry to prevent the youth from repeating the delinquency or thecrime.

Auxiliary service units include communications, records, deten-tion, and laboratory. Each unit has varied methods of helpingto prevent crime and support law enforcement.

Organization and Operation at the State and Federal Level.State and federal law enforcement agencies are highly special-ized in nature. The state agencies, of course, are confinedwithin the state, while the jurisdiction of the federal agen-cies coversthe entire country.

Each law enforcement agency is divided into several headquar-ters' divisions. For the state law enforcement agencies, themajor units are traffic enforcement; crime laboratory; and in-vestigative, identification, and regulatory units.

The major units of the federal law enforcement agencies includethe Department of Justice, the Department of Treasury, the De-partment of Defense, and the Department of State. Related agen-cies include courts, probation, corrections, and parole.

All the above agencies are working in unison toward a commongoal; law enforcement in public safety, corrections, and judi-cial services.

o View films on fire prevention and law enforcement and dis-cuss with peers.

o Make a list of the law enforcement agencies and discusseach one.

OParticipate in discussion on the role of law enforcementat the local, state, and national levels.

o Write a short report .on law enforcement and public safetyagencies and their role at the different levels.

OIdentify at least three general objectives of law enforce-ment.

0Report to class on actual experiences with police, court,probation, and fire prevention.

196


OWrite a short article on the powers and duties of police-men and firefighters.

0Write "actual" police reports from information transmittedon simulated criminal activity.

OResearch the functions and duties of the policeman. Con-duct structured role-playing centered around a problem withwhich a policeman might deal.

OAct out a typical problem situation with one of the membersof the police force.

OReport to class on actual experiences with criminal justicesystem, pol ice, court, probation, etc.

OHold panel discussion about various careers in law enforce-ment and related fields.

OTake field trips to different agencies, with opportunityto question employees of same.

OListen to tapes of experienced employees in criminal jus-tice system, such as might involve police dispatcher'scalls, reports of training officer of local police depart-ment, and an F.B.I. agent describing a day's tour of duty.

OHold informal rap session with Police Cadets concerning thereason they chose law enforcement for a career.

O Report, both orally and written, on several careers incriminal justice system which you would like to pursuefor possible future employment.

OCollect, and make available to students, information on lawenforcement agencies.

OArrange to have a law enforcement officer and a firemanspeak to students and answer their questions.

OArrange to have a policeman bring tangible items into class-room that students can handle and discuss.

OArrange a field trip to local police station and have somestudents purchase their bicycle licenses, etc., if theyhave not already done so, or participate in some other ac-tivity at the police department. Repeat field trip to alocal fire station. '

OSubscribe to such periodicals and journals as these:

209

197

44;

RESOURCES

Police Chief (Journal), International Association ofChiefs of'Police, 1319 18th Street, N.W., Washington,D.C., 200036.

Police (Journal), Charles C. Thomas, 301-327 E. LaurenceAvenue, Springfield, Illinois, 62703.

Law and Order Magazine (Journal), 72 West 45th Street,New York, New York, 10036.

The National Sheriff (Journal), National Sheriffs' Asso-ciation, Suite 209, 1250 Connecticut Avenue, N.W.,Washington, D.C., 20036.

OPrepare and make available to students file of pamphlets,magazines, brochures, books such as Occupational OutlookHandbook and Dictionary of Occupational Titles, articlesabout law enforcement and related fields, etc.

o Arrange field trips to different agencies and opportunitiesto question employees.

ODivide students into small groups and conduct structuredrole-playing around problems with which a policeman mightdeal. Prepare a series of problem situations, such astrespassing, theft, shoplifting, vandalism, runaways,drugs, or alcohol. Write problems on individual slips ofpaper and let students draw for topics.

o Introduce such resource people into the classroom as apoliceman, private detective, correctional officer, FBIagent, Secret Service Agent, state trooper, etc.

Law Enforcement, An Introduction to the Police Role in theCommunity, Thomas F. Adams, Prentice-Hall, 1968.

Opportunities in a Law Enforcement Career, James D. Stinchcomb,Universal Publishing, 1971.

A Job With a Future in Law Enforcement and Related Fields,Flora R. Schrieber, Grosset and Dunlap, 1970.

Introduction. to Law Enforcement, A.C. Germann, Frank D. Day ,

and Robert R.J. Gillaxie, Charles C. Thomas, 1968.

Principles of Law Enforcement, Edward Eldefon, Allan Coffey,and Richard C. Grace, John Wiley & Sons, 1968.

Task Force Report: The Police, President's Commission on LawEnforcement and Administration of Justice, U.S. GovernmentPrinting Office, 1967.

210198

Introduction to Police Science, John L. Sullivan, McGraw-HillBook Company, 1966.

Police Science for the Young American, V.A. Leonard, CharlesC. Thomas, 1968.

Your Career in Law Enforcement, Robert A. Liston, Pocket Books,1965.

Police Work With Juveniles, J. P. Kenney, D.G. Pursuit, 3rdEdition, Charles C. Thomas, 1965.

Law Enforcement and the Youthful Offender: Juvenile Procedures,E. Eldefonso, John Wiley & Sons, 1967.

Police Administration, 3rd Edition, Orlando W. Wilson and RoyC. McLaren, McGraw-Hill, 1972.

Police Operations; Policies and Procedures, J.P. Kenney, J.B.Williams, 2nd Edition, Charles C. Thomas, 1968.

Patrol Procedure, G.T. Payton, 3rd Edition, Legal Book Corpora-tion, 1967.

The Patrol Operation, G.W. O'Connor, C.G. Vanderbosch, Inter-national Association of Chiefs of Police, 1967.

Municipal Police Administration, International City ManagementAssociation, 1970.

The Police Traffic Control Function, Charles C. Thomas, 1968;also, P.B. Weston, 2nd Edition of same, 1968.

The Traffic Officer in Court (Film, 10 min., black and white,purchase), American Mutual Insurance, 1969.

Police Administration and Criminal Investigation, ARCO Pub-lishing Co., 1968.

Introduction to the Fire Service, International Fire ServiceTraining Association, 1971

Organization of Fire Departments, California State Departmentof Education, 1966.

Operation of Small Community Fire Departments, W.Y. Kimball,National Fire Protection Association, 1968.

Municipal Fire Administration, D.S. Arnold, International CityManagement Association, 1967.

Fire Protection Administration, Texas A & M University, 1970.

.1 21 1

199

The Administration of Justice, Paul B. Weston, and Kenneth M.Wells, Prentice-Hall, 1967.

Manual of Correctional Standards, American Correctional Asso-ciation, 1970.

Courts of La-, Franklin Watts, 1969.

212200

Unit 3 The Judicial System in America

INSTRUCTIONAL 1. Ability to demonstrate knowledge of the judicial system inOBJECTIVES America by identifying the main branches of the judicial

system, and giving a detailed description of the majortasks of each.

CONTENT

2. Ability to explain the functions and the typical organiza-tion of each of the branches of the judicial system.

3. Ability to demonstrate knowledge of the concept of justiceby comparing the past and the present emphasis on justice,and identifying the main ways of providing justice.

4. Ability to demonstrate knowledge of the governmental systemof providing justice by listing the primary duty of atleast six of the criminal justice agencies.

5. Ability to list the actual steps in the Criminal JusticeSystem and discuss them.

6. Ability to demonstrate knowledge of the functions of proba-tion and parole in the Criminal Justice System by writinga short essay on probation.

Administration of the Judicial System in America. The judicialsystem in America is formally administered by, and organizedinto, two main branches: the Civil Justice System, and theCriminal Justice System.

The Civil justice Sksto is principally concerned with privatedisputes between people. Public agencies (except the courts)are involved in the enforcement process. Many disputes in civ-il law are settled according to the rules (such as torts) setdown by the courts or legislatures. Many civil law disputes

3201

involve enforcement of privately adopted rules and duties; for

example, contracts. When most civil law cases go to court,they are resolved with one party owing the other some money.Penalties are rarely assessed against the wrongdoer.

The Criminal Justice System has to do, 'mainly, with the en-forcement by many public agencies of public rules regardingbehavior of all citizens. Criminal statutes generally fallinto two categories - misdemeanors (minor crimes), and felo-nies (major crimes).

In addition to the foregoing, the Justice System in America isadministered in other specific areas by Administrative Agenciesand the Juvenile System, each of which is concerned with bothcivil and criminal law.

The Juvenile System is very much like the Criminal System, butadditional effort is made to keep juveniles out of furthertrouble, and to avoid giving them the stigma of a "criminal"record.

The Administrative System gives effect to public policies andprograms. In the process, it exacts penalties of offenders,similarly to the Criminal System, or resolves disputes withoutinflicting penalties, in the same manner as the Civil System.In addition, it sometimes makes rules, comparable to a legis-lature; dispenses public benefits, like an executive agency;and decides cases, in the manner of a court.

The Concept of Justice. Justice has often been considered asa way of taking revenge on law breakers; this is a concept thatis rapidly changing. In the past, society's basic laws wereoften religious or moral codes; today, most laws in the UnitedStates are criminal statutes. Similarly, in the past, emphasiswas placed on punishment and revenge; but, in the United Statestoday, criminal justice emphasizes removing dangerous peoplefrom society and rehabilitating them so that they will not re-turn to crime. Justice also refers to the use of principles tohelp settle disputes between two or more people.

Means of Providing Justice. Justice, in earlier days, was pro-vided in large part by individual efforts; that is, protectingthe victim from a "bully," or "getting even with someone." In-formal group efforts of providing justice were through vigilan-te groups, armed strike breakers, and gangs. Formal methodsare now provided or assisted by government, and laws are en-forced by the police, lawyers, Courts, jails, etc. The ten-dency is to replace informal methods of providing justice withlaws established by the government, and agreed upon in a demo-cratic manner.

?J. 4

202

The Governmental System of Providing Justice. Each criminaljustice agency has a primary duty:

The police have the primary duty of apprehending the offenderand getting evidence to prove his innocence or to convict thesuspect;

Defense lawyers have the primary duty of protecting the inter-ests, rights, and privileges of the defendant;

The prosecutor persuades others of the suspect's guilt;

The judge and the jury have the primary duty to impartiallydecide between the claims of prosecutor and defense counsel;

The correctional officer's primary duty is to house the convictedperson, provide programs to rehabilitate him, and to be aresource person when he needs help;

The parole and probation officers keep the ex-convict out oftrouble and engaged in constructive activities.

The Criminal Justice System. There are twelve steps in theCriminal Justice System in America:

1. The Police. In the Criminal Justice System, the police be-gin by making a response to a complaint, which is usually fol-lowed by arrest of the party. Interrogation and other forms ofinvestigation are carried out by the police.

2. Jail is the next step in the Criminal Justice System. Thefacilities, the activities and programs offered inmates, therules concerning visits by relatives, lawyers, etc., are ex-plained to the inmate.

3. Pre-Trial Release. Next, the bondsmen and other agenciesmay become involved in pre-trail release. The right to bailand other procedures are considered.

4. Providing Counsel. This is the next step in our legalsystem - the defendant has rights to counsel at all phases.Ways of providing counsel include a Legal Aid Agency; an assign-ed counsel system; or private retention of counsel: that is, a

private firm specializing in criminal matters.

5. Prosecutor. The next phase and person to be involved isthe prosecutor, who operates as part of the District Attorney'soffice. The District Attorney can also serve as trial officer.

6. Arraignment and preliminary hearing follow. The case ispresented to a grand jury, and indictment can result.

k15

203


7. Criminal Trial. Trial is the next step in the CriminalJustice System. The participants include the judge, the de-fendants, the jury, the plaintiff, the bailiff, the clerk, thelawyers, and the stenographers.

8. Presentencing Investigation To determine mitigating ormodifying factors, which might have an effect on the sentenceor punishment.

9. Sentence. This is followed by passing the sentence.

10. Probation. Probation might come next, to be followed byimprisonment.

11. Imprisonment, which may involve minimum security and in-clude reformatory, or it may be maximum security in a prison.Then again, it may include rehabilitation, skills training,work release, and other programs.

12. Parole. This is the last step in the Criminal JusticeSystem. Some institutional treatment methods are HalfwayHouses, job referral systems, and the use of community re-sources.

o List the branches of the judicial system and discuss eachone.

o Participate in discussions concerning the role and functionof each of the branches of the judicial system.

Select one branch of the judicial system in America andwrite a detailed report on it.

List the actual steps in the Criminal Justice System anddiscuss them.

Write a short essay on probation and parole, stressing thefunctions of these steps in the Criminal Justice System.

Observe the workings of a criminal trial. Discuss the case(off the record) after the trial with the judge and lawyers.Write a short commentary on your observations.

Compare and contrast the past and the present emphasis onjustice.

Discuss and give examples of the different elements of theconcept of justice. Use personal experiences, as well asTV, magazine, etc., to illustrate the concepts.

Identify and list the main ways of providing justice.

216

204


o Compare the advantages of formal as compared with informalmeans of achieving justice; that is, police, prosecutor,and judge versus gang methods.

o List the primary duty of at least six of the Criminal 'Jus-

tice Agencies.

o Visit at least two criminal agencies and write down yourobservations of the activities. Discuss in class with

peers.

O Collect and make available to students file on the judicialsystem in America.

O Arrange to have a probation officer speak to students onthe juvenile system and answer students' questions.

OArrange for small group discussions of the students' re-ports on one branch of the judicial system in America, andprovide feedback to students.

O Illustrate by concrete examples, the use of newspapers,magazines, TV programs, etc., as information supplementsto the materials on the judicial system in America.

O Trace the actual steps of the Criminal Justice Systemthrough resource people and field trips, such as police,defense lawyer, prosecutor, judge, tour of jail, etc.

O Arrange trip to observe criminal trial. Arrange for dis-

cussion of the case after the trial with the judge and law-yers.

O Introduce a probation officer into class as a resource per-son who will cover the subject of punishment for criminalactivities, and clarify for the class the seriousness of

arrest and conviction. Presentation should include alsoparole plans, type of treatment, and overall function ofparole in the Criminal Justice System.

o Subscribe to periodicals and journals such as:

Journal of Criminal Law, Criminology and PoliceScience, 357 E. Chicago Avenue, Chicago, Illinois.

o Prepare students for field trips. Make arrangements fortrips to criminal justice agencies.

o Arrange for visit to class by resource people, such asprobation officer, correctional officer, etc.

217205

RESOURCES The Administration of Justice, Paul B. Winston and Kenneth M.Wells, Prentice-Hall, 1967.

The General Administration of Criminal Justice, V. A. Leonardand Harry W. More, New York Police Science Series, FoundationPress, 1967.

Criminal Law, R. Bryce Young, McGraw-Hill, 1972.

Modern Criminal Procedure, Livingston Hall and Yale Kamisar,West Publishing Co. , 1966.

Journal of Criminal Hall, Criminology and Political Science.

Criminal Investigation, C. G. Vanderbosch, International Asso-ciation of Chiefs of Police, 1968.

Crime and the Law, Congressional Quarterly, 1971.

Crime and the Courts, Carousel Films, (Film, 37 min., black andwhite, purchase), 1972.

Justice Delayed, Justice Denied, Carousel Films, (Film, 40 min.,black and white, purchase), 1972.

Criminal Law and Its Processes: The Law of Public Order,Charles C. Thomas, 1969.

218

206

Unit 4 Functions and Duties of Workers and WorkingConditions

INSTRUCTIONAL 1. Ability to discuss the general operation and the duties ofOBJECTIVES workers in public safety, corrections, and judicial sys-

tems.

2. Ability to describe the major duties performed by workersin public safety, corrections, and judicial systems.

3. Ability to compare and contrast the general duties ofworkers in public safety, corrections, and jud'-ial sys-tems.

4. Ability to distinguish and describe the entry level jobsthat exist within public safety, corrections, and jobfamilies.

CONTENT Nature of the Work and Duties. The duty of maintaining publicorder, enforc ng regulations for the prevention and detectionof crime, and promoting public health and safety, is entrustedto the police.

City Police. Police officers are local government employeeswhose job is to prevent criminal activities, investigatecrimes, and apprehend and assist in the prosecution of offen-ders. The policemen who work in a small community usually havevaried police duties. In a day's work they may direct trafficat the scene of a fire, investigate a housebreaking, and givefirst aid to an accident victim. In a large police department,officers are usually assigned to a specific police duty. Mostpolicemen are on patrol or traffic duty. Some are assigned tospecial work, such as accident prevention or operating communi-cations systems, while Others are detectives (plainclothesmen)assigned to criminal investigation. Microscopic analysis,firearms identification, handwriting, and fingerprint identifi-cation; these are some of the other investigative specialties

219207

performed by policemen. In large cities, some officers arespecially trained to work with mounted and motorcycle police,harbor patrols, helicopter patrols , canine corps, mobile res-cue teams, youth aid, and emergency services, or other specialunits.

Many city police departments include women on their policeforces. Policewomen are usually assigned cases which involvewomen and young people. They may work with juvenile delin-quents, locate lost children and runaways, or search, question,book, and fingerprint women prisoners. They are sometimesassigned to detective squads where they work mostly on crimesinvolving women.

State Police. Still other policemen work at the state level,performing diversified activities. Their titles indicate theirprimary protective service responsibilities.

State Highway Patrolmen or troopers are primarily responsiblefor the safe, rapid, and efficient utilization of the state'shighway system. Highway Patrolmen (as the name suggests) pa-trol the highways to insure that traffic laws and regulationsare obeyed, and issue traffic tickets to violators. They assistat the scene of traffic accidents, give first aid to injuredpersons, summon ambulances and other emergency equipment, di-rect traffic to avoid additional accidents, and investigateaccidents.

Highway Patrolmen also provide services to motorists on thehighways, summoning road service by radiophone in case of me-chanical trouble, directing tourists to destinations, and giveinformation as required. They also provide traffic assistanceand control during road repairs, fires, and other emergencies,or for special occurrences (such as parades, celebrations, andsporting events). Some Highway Patrolmen check the weight ofcommercial vehicles, conduct driver examinations, inspect pas-senger vehicles, and serve as public safety information offi-cers.

State Policemen perform on a statewide basis the same functionspolice officers do for local government, suppressing criminalactivities, investigating crimes, and apprehending and assis-ting in the prosecution of offenders. They also provide secu-rity for public officials and state buildings, and some do morespecialized work, such as fingerprint classification, chemical

or microscopic analysis, instruction of trainees in state po-lice academies, and piloting police aircraft. Some work withmounted (horse) patrols, canine corps, and harbor patrols.Others are assigned to clerical duties, such as preparation ofreports and maintenance of police records, or to administrativeduties, such as Chief of a division or bureau responsible fortraining or investigation. In some states the investigation

208

work is performed by an agency known as the Bureau of Investi-gation.

Firefighters. The duty of protecting the lives and propertyof citizens from fires is the responsibility of the fire-fighters or firemen. In public safety agencies, the firemanprotects the community from fire hazards, inspects buildings,cleans and polishes equipment, dries firehose, and maintainsthe firehouse. He is employed by cities, villages, counties,federal and state agencies, as well as military bases, ship-yards, and industries. While on duty at the fire station,'these men must be prepared at a moment's notice to rush to afire and handle any emergency that occurs. Firefighters workin teams and perform specific jobs assigned to them by a com-manding officer. They may connect hose lines to hydrants,operate pressure pumps, position lipers, or perform other re-lated duties. Under emergency coalitions firefighters areoften called on to use their own initiative and judgment infirefighting activities, helping people to safety, adminis-tering first aid, and taking care of other emergencies.

Fire prevention is another facet of firemen's duties. Spe-cially trained firemen inspect factories, theatres, and otherpublic buildings for conditions which might cause a fire, andfor compliance with local regulations on fire escapes, firedoors, storage of flammable materials, and other possible haz-ards. Firefighters often speak on fire prevention and safetymeasures before school assemblies and civic groups. They alsoparticipate in practice drills, clean and lubricate firefight-ing equipment, stretch hoses to dry, stand watch at fire alarminstruments, and verify and record alarms.

Investigators are employed by the Departments of Justice,Health Care Services, Alcoholic Beverage Control, Human Re-sources Development, Motor Vehicles, and Consumer Affairs.

Entry level positions with the Department of Justice include,investigator services, legal counsels, and narcotic agenttrainees. Investigator trainees have police officer powerswhich include the authority to carry firearms and make arrests.The exact type of work varies with the program of the Depart-ment. Other agencies which have investigator trainees include,typically, the Department of Alcoholic Beverage Control, inwhich an investigator trainee examines applications for li-censes to sell alcoholic beverages; the Department of MotorVehicles, in which the trainee investigates automobile dealersand dismantlers and dealer permit applications; and the Depart-ment of Human Resources Development, in which he investigatesunemployment, insurance, and tax frauds.

Department of Justice - Courts. Legal Counsels are principallyemployed the Legislative Counsel Bureau, State Compensation

Za

209

Insurance Fund, Public Utilities Commission, Franchise TaxBoard, Board of Equalization, and the Departments of Corpora-tions, Human Resources Development, Insurance, Justice, PublicWorks, and Water Resources.

Department of justice - Narcotics Agent. Narcotic agenttrainees investigate the alleged use or illegal manufacture,distribution, possession, or sale of narcotic drugs; and assistin the prosecution of violators of the State Narcotic Act.

Correctional Services. Correctional officers supervise, safe-1iard7aTirii-----aiiiinmates of prisons, reformatories, and camps.

They are responsible for carrying out plans developed for cor-rectional treatment, and for the modification of attitudes ofpersons who have been imprisoned. Correctional officers workdirectly with correctional treatment specialists who develop,evaluate, and analyze diagnostic findings and data about in-mates, prepare social histories, and outline and recommend pro-grams of education, work, vocational training, and counseling.They evaluate the progress of individual offenders, make rec-ommendations to the U.S. Board of Parole concerning the in-mate's probable community adjustment, and also work with pris-oners, their families, U.S. Probation Officers, and socialagencies in developing release plans for inmates. They areemployed by the states and the federal government.

Probation and Parole. In the probation job family, importantwork is being done by probation and parole officers in additionto other correctional workers. Probation and parole officersare part of the correctional system. They work closely withcorrectional officers and other workers in and out of prisons.These officers assist persons on probation and parole, as wellas juvenile offenders, in readjusting to society. They inves-tigate the social history and background of the persons underthe jurisdiction of the court and make reports to the court tohelp the judge in his judicial decisions. These officers alsocounsel persons on probation or parole, and may help them se-cure necessary education or employment, and direct them toother services in the community. They also help resolve prob-lems in marital and parent-child relationships.

Overlap of Occupations. The duties performed by workers insome of these major job families tend to be either the same orvery similar, and extend into other job families. For example,the duties of police officers are basically in law enforcement,but they extend also into probation and prisons, as well ascourts. Police officers serve as court officers or bailiffs,and also as court sergeants. Their duties include the main-tenance of order in the courtrooms, and assistance in theoperation of courts.

222

210

Conditions and Places of Employment.

Police. Newly recruited policemen usually begin on patrolduty in congested business districts, outlying residentialareas, or other sections of a community. They may cover thebeat alone or with other patrolmen, either in a police vehicleor by foot. While on patrol they remain alert for anything un-usual, and note suspicious circumstances and hazards to publicsafety. They watch for stolen cars and enforce traffic regula-tions. At regular intervals they keep in touch with policeheadquarters through call boxes, by radio, or walkie-talkie.

Their work week usually averages forty hours. The 10/4 planis often used where the officer works 10 hours per day for 4days only during the week.

Police officers, probation officers, correctional officers, andinvestigators work over weekends, on holidays, and at night aswell as during the day. They work on rotated shifts, and aresubject to call at any time their services are needed. In

emergencies they may work overtime. Some officers work out-doors for long periods in all kinds of weather and often takerisks in capturing and dealing with lawbreakers.

Firefighters work throughout the nation, and usually are full-time paid employees of county and town fire departments. In

small towns and rural communities they are helped in their workby paid "call men," and part-time volunteer firemen who serveonly when they are needed at a fire.

Firemen are often on duty for a twenty -four hour shift, andthen off for twenty-four hours, plus an extra day off at in-tervals. In some cities, firemen rotate frequently betweenthe day shift, which is ten hours long, and the night shift,which is fourteen hours. Most often firemen work two and ahalf days per week. The range of working hours for firemen isbetween forty and sixty hours; the national average work weekis about fifty-six hours.

Firefighting involves great risk of life or injury from suddencave-ins of floors or toppling walls and from exposure toflames, smoke, bad weather, and poisonous, flammable, and ex-plosive gases and chemicals.

Probation and parole officers work mostly in state, county, andcity government agencies. Some work in federal governmentagencies and the remainder in voluntary or private agencies.

Salaries.

Police. Salaries for police officers range from about $7,500a year in some small cities to over $14,000 in large ones. The

223211

average entrance salary in middle-size cities is about $9,000per year. Most policemen and policewomen'receive regular payincreases during the first few years of employment until aspecified maximum is reached. Sergeants, lieutenants, and cap-tains receive progressively higher basic salaries than patrol-men, and top salaries ranging between $9,000 a year in somecities to $40,000 in the larger cities are paid to policechiefs or commissioners. Police officers are usually providedwith special allowances for uniforms and required equipment.Pension plans, paid vacations, sick leave, and medical,.surgi-cal, and life insurance plans are among the other benefits often provided for policemen. Continuing education may not berequired in many cases, but is compensated for in all the jobfamilies in this major occupational group.

Firefighters. The average salary for beginning firefightersis about $12,000 per year in the larger cities over 250,000population and about $9,000 in smaller cities (10,000 to 25,000population). Experienced firefighters earn between $13,000-$14,000 per year, depending on the size of the city in whichthey are employed. Fire chiefs receive an average salaryranging from $10,000 to $30,000 per year. Allowances are madefor protective firefighting clothing,and many fire departmentsalso provide dress uniforms.

Firefighters are covered by liberal pension plans and receiveregular paid vocations. Liberal sick leave, health, and sur-gical benefit plans, and injury compensation are also provided.

Courts. The salary range of workers in courts varies. ForTigiTcounsels, the salary range may vary from $11,000 to$38,000 for the district attorney. The salary range for a nar-cotic agent trainee is $7,900 to $9,720, while a narcotic agentmay receive $8,400 to $10,200. These salary ranges are very ap-proximate and vary from state to state.

Investigators. Investigator trainees receive between $8,100and $9,500, while the salary range for investigators is $9,500to $11,500 and up, depending on qualifications, experience, andrank.

Probation and Parole. The beginning salaries of probation andparole officers, as well as correctional officers, average fromabout $7,630to $13,000 per year, depending on the educationalbackground of the officer. Assistants, such as correctionalwork assistants, would receive approximately $7,500 to $9,500per year. Salaries of case work supervisors average about$13,000 for those with little experience, to about $15,600 andup, for those with considerable experience. Working conditionsand fringe benefits are similar to those of the police officer.

.224

212

.

STUDENTLEARNING

ACTIVITIES

OView films on: Super Cop; Beseiged Majority; PoliceUnit 2A26.

OListen to prerecorded tape programs: Ponce Officer,Firefighters, State Police Officers, and discuss.

OVisit a local police station, fire station, and courthouse, and observe typical duties performed by workersin those departments. Write a short summary on activ-ities observed on field trips.

OTalk to law enforcement officers, firemen, and probationofficers, and ask questions about the duties they per-formed.

ODiscuss in small groups the general operation of law en-forcement agencies, fire departments, and prisons.

OList at least eight major tasks of public safety, cor-rections, and judicial service workers, and hold a dis-cussion in class on three of the major tasks listed.

OParticipate in discussion on the conditions and placesof employment of workers in the major job families.

TEACHER 0Invite speaker from local court, and from the fire and

MANAGEMENT police departments to speak on their job duties and work-ACTIVITIES ing conditions.

Arrange for students to visit local police station, firestation, and court house, and observe workers performingdifferent duties. Arrange room facilities with time forquestions and discussions with workers in the agencies.

Organize students into small groups for discussion ongeneral operation of law enforcement and public safetyagencies.

O Arrange a display of information on public safety, cor-rections, and judicial services.

Discuss with class in detail the variety of activitiesperformed by workers in public safety, corrections, andjudicial services.

OHave students join in discussion on the activities of theentry level jobs in each job family, and compare and con-trast the various activities.

RESOURCES Super Cop, NBC Educational Enterprises, (Film, 25 min., color,purchase or rental), 1970,

22 5

213

The Beseiged Majority, NBC Educational Enterprises, (Films,

Reel I, 26 min., color; Reel II, 27 min.), 1970.

Black Cop, Indiana University Audio-Visual Center, (Film, 15min., black and white, purchase), 1970.

Police Unit 2A26, American Educational Films, (Film, 18 min.,color, purchase or rental), 1972.

Police Officers, American Occupations Series, Education Sen-sory Programming, (Prerecorded tape programs, reel or cas-sette), 1971.

Introduction to Police Science, John L. Sullivan, McGraw-Hill,7766.

The Protectors, Consolidated Film Industries, (Film, 28 min.,color, purhcase), 1971.

Patrolman, Police Department, ARCO Publishing Co., 1966.

Policewoman, ARCO Publishing Co., 1966.

State Trooper, ARCO Publishing Co., 1966

Police Patrol, Charles C. Thomas, 1968.

The Police, Center Democratic Institute, 1969.

Law Enforcement and the Juvenile Offender, Charles C. Thomas,1963.

State Police Officers, American Occupations Series, EducationalSensory Programming, (Prerecorded tape programs, reel or cas-sette), 1971.

Firefighters, American Occupations Series, Education SensoryProgramming, (Prerecorded tape programs, reel or cassette),1971.

The Tasks of Penology,: A Syinposium on Prisons and CorrectionalLaw, University of Nebraska; 1970.

226214


INSTRUCTIONAL 1. Ability to discuss the recommended qualifications of publicOBJECTIVES safety, corrections, and judicial services workers.

CONTENT

2. Ability to evaluate his own qualifications and compare themwith the recommended qualifications required for entrylevel jobs.

A22, The age levels of public safety, corrections, and judicialservices workers vary. In some job families such as law en-forcement, the minimum age requirement for both male and femaleapplicants typically ranges from 18 to 31 or 35 years, depend-ing on the location. Some departments permit men 20 years ofage to take the examinations, but delay hiring until they reach21. For an aide, the minimum age is between 18 and 21 years ofage, depending on the location. The maximum age for initialemployment in law enforcement usually ranges between 30 to 40years.

The minimum entry age for firefighters is 21 years, althoughsome departments accept men at age 18. The maximum age rangesup to 40 years.

In prisons, mature men and women are preferred for guards andwatchmen positions; employees are frequently hired in the 30-55 age group.

The minimum age in probation work is 21 years of age.

Educational Requirements. In taw enforcement, the educationalrequirement for a dispatcher clerk is two years of clericalexperience, preferably including experience involving publiccontact, and education equivalent to completion of the twelfth

227

215

grade. For Patrolman and Sheriff, the minimum educationalrequirements are high school education or its equivalent;however, those who plan a career in law enforcement will bene-fit by continued college training in police administration,with courses in the social sciences and traffic specialies.

In Fire Protection, the educational requirements for Fire Dis-patcher and Fireman are high school graduation or equivalenteducation. In these job families, workers are generally hiredon a probationary period.

In the mic2f2a4FELZE, the educational requirement for Coun-selor is any combination of training and experience equivalentto completion of three years of college, preferably in thefield of social sciences. For a Probation Officer, the require-ments are graduation from college, preferably in the field ofsocial science, and one year of experience in probation, parole,or social work in a recognized agency.

In the correctionaVfmily, college level education is oftenrequired for workers; as, for example, teachers, who would re-quire a teaching credential in addition to the college degreein their fields.

Physical Requirements. Most departments in law enforcementrequire a physical examination. The physical requirements aregood health, normal hearing, good vision, and normal color vi-sion. Height and weight requirements must be met by both menand women.

A firefighter should be in good health and pass a physical agil-ity test, which typically includes physical feats, such asclimbing a 40- or 50- foot ladder, doing chin-ups and push-ups,making a standing broad jump, and running a specified distance.Most departments have a height and weight schedule as part ofthe medical examination. Applicants having good vision withoutglasses are preferred; good hearing is needed. A Fire Dis-patcher should also be in good health.

Entry level jobs in the other job families have similar physicalrequirements.

Other Entrance Requirements. In the public safety, corrections,and judicial services, most jobs require applicants to be U.S.citizens. Devotion to duty, a positive attitude, industrious-.ness, loyalty, skillfulness when dealing with people, and theability to learn rules and regulations, to follow directions,to prepare reports, to think quickly and clearly, and to makesound judgments, are some of the requirements. Resourcefulness,

a good memory, the ability to keep confidences, and the physical

228

216

and psychological capability to cope with dangerous and haz-ardous conditions, are often additional requirements. A validdriver's license at time of appointment is required. A personwho has been convicted of a felony is disqualified from employ-ment. Residence within the city or in a nearby area may be a

condition of employment, but residence requirements may bewaived when there is difficulty in recruiting.

STUDENT ° Study and discuss material on age, educationLEARNING recommended qualification of public safety, corrections,ACTIVITIES and judicial services workers.

o Analyze your own qualifications and compare them with therecommended qualifications for public safety, corrections,and judicial services worker.

o Write a short report, analyzing and comparing your ownqualifications with those for public safety, corrections,and judicial services workers.

TEACHER ° Prepare and make available to students a file on the age,MANAGEMENT education, and other requirements for public safety, cor-ACTIVITIES rections, and judicial services workers.

Divide students into small groups and have them analyze andcompare their own qualifications for public safety, cor-rections, and judicial services.

RESOURCES Law Enforcement. An Introduction to the Police Role in theCommunity, Thomas F. Adams, Prentice-Hall, 1968.

Occupations Outlook Handbook, U.S. Department of Labor, 1970-71.

Your Highway Patrol Career, California Highway Patrol, 1969.

229217


INSTRUCTIONAL 1. Ability to identify entry level jobs in public safety,OBJECTIVES corrections, and judicial services.

2. Ability to construct a typical "career lattice" for lawenforcement, fire protection, courts, prisons, probation,and civil defense job families.

CONTENT

3. Ability to describe typical entry level jobs for workersin the six major job families.

gary Level Jobs. These, the first jobs in a career, requireminimal skill and education, and are usually open to workerswithout previous work experience in that job. Some localitiesaround the country list entry level jobs for individuals lessthan 21 years of age; personnel occupying these positions arefrequently referred to as "Cadets" or "Aides."

Entry level jobs in public safety, corrections, and judicialservices include these examples: Law Enforcement - PatrolmanAide Trainee, Patrolman Aide, and Patrolman Supervisor; FireProtection - Firefighter Aide; Court - Court Clerk or CourtReporter; Prisons - Correctional Officer; Probation - JuvenileSquad Aide.

The work of newly recruited workers in law enforcement is usu-ally limited to patrol or traffic duty. In fire protection,the new fireman may work on the maintenance of equipment. Theinitial duties in courts might consist of keeping files ormaking reports. The entry level jobs in prisons may includeanalysis of case studies, counseling juveniles, or making fieldtrips to the home and/or places of work of people on probation.

Typical Career Lattices. A career lattice is a series ofpositions of gradually increasing difficulty in a given field,

230218

POLICE COMMISSIONERSUPERINTENDENT, DIRECTOR

r6EFUTY-Fc5rsg4iiiioVIEr,SUPERINTENDENT, DIRECTOR. j

WO

r-I ASST. COMMISSIONER, LI SUPERINTENDENT, D RECTOR ILon a.. am.

INSPECTORL......1......... IMO 11010 111111111111 Oft. IMMO MOI

CHIEF

r-1 DEPUTY CHIEF

L. ONO WO 000111110 01111 +as aro solo awe we 1

r ... 0.0 _..1 01 4.410 0..0 4.10 0.ID OM*i-1 SUPERVISING INSPECTOR

1.....w..

_ _L ....... ....._ ONO OIWO 4E10

IMO IMO 61100 WM 1011011 SUMP 11111111 111111111101

41Om. Imma gm. Lailr ow elm* www. 11=11 =we

COLONEL1110 &NM 01101 001 1100 1101110 MIS 0111111 000 OMB IMO

r...110 Soma 11. eine. ONE* man ...me 01=0

MAJOR6. 011111 010 010 1111110 MO 4WD 010 WW1 011111 010 I

CAPTAIN

LIEUTENANT

SERGEANT

FOLICEMAN OR PATROLMA

AIDE OR CADET1

Figure Z4 - Typical Career Lattice - Law Enforcement

and illustrates the presence of opportunities for upward mobil-ity in the major job families. Structures of career latticesvary greatly with the organization and the location.

Law Enforcement. In law enforcement, the entry level job isPoliceman or Patrolman (see Figure 14). However, this maybe preceded by Policeman Aide or Patrolman Aide in some por-tions of the country. The next steps from the policeman areSergeant, Lieutenant, Captain, Chief Police Inspector, PoliceSuperintendent, Assistant Commissioner, Deputy Commissioner,and Police Commissioner.

231

219

Fire Protection. In fire protection, the entry level job isusually as a Firefighter, or as a Fire Dispatcher (see Figure15). The Fire Dispatcher receives emergency alarms, dispatchesproper equipment to the emergency, keeps records, and performsother duties. The next steps on the career lattice are: FireControl Mechanic, Fire Control Technician, Engineer, Lieuten-ant, Captain, Battalion Chief, Assistant Chief, and Fire Chief.

FIRE CHIEF

LASSISTANT CHIEF

BATTALION CHIEF

CAPTAIN

LIEUTENANT

ENGINEER

FIRE CONTROL

TECHNICIAN

FIREFIGHTER

FIRE CONTROL MECHANIC(ORDNANCEMAN)

ri FL7....DISPATCHERDISPATCHER

Figure 15 - Typical Career Lattice - Fire Protection

Courts. The courts usually include Civil, Criminal, Traffic,and Small Claims Divisions. The series of positions are simi-lar, although the duties may vary with the different courts.The entry level position is clerk-typist (see Figure 16).The clerk-typist's duties in the civil court include filing

232220

complaints, and following up on default cases. With more expe-rience he may handle motions for new trials, and prepare lawand motion calendars. In the criminal court, the clerk-typistmay prepare calendars, and work in the misdemeanor courtroomon dispositions. The clerk-typist in the traffic court'maytake traffic fines, prepare abstracts of cases, or the courtcalendar, while in the small claims court he may handle theregister of action. The position usually has several levelsof clerk-typist.

The next position on the lattice would be supervisor of theclerk-typists, followed by deputy clerk at several levels,senior deputy clerk, and then the courtroom clerk. The Chief

ICLERK OF COURT OR MARSHALL I

[CHIEF DEPUTY CLERK

L. ADMINISTRATOR

ASSISTANT ADMINISTRATOR I

COURTROOM CLERK

SENIOR DEPUTY CLERK

1

DEPUTY CLERK I

LEGAL STENOGRAPHER

CLERK TYPIST

Figure Z6 - Typical Career Lattice - Courts

233221

Deputy Clerk is the next step on the lattice, then the Clerk ofthe Municipal Court. The court clerk works as a secretary forthe judges, in which position he swears in witnesses, marks ex-hibits, prepares minutes of a trial, etc.

Legal secretaries take dictation, prepare calendars, and per-form the duties for the judges. The Administrator and theAssistant Administrator of courts handle the setting for trialsand other similar duties.

Career mobility is usually present in courts. For example, aclerk-typist I can become a courtroom clerk, Assistant Adminis-trator, or Clerk of Court. It is also possible to become ajudge, but additional specific education is necessary.

Probation. In the probation field, the first step is as Pro-bation Counselor (see Figure 17). There are usually threelevels of Counselor. This grade is followed by Probation Of-ficer, Senior Officer, Assistant Supervisor, Supervisor, andProbation Director.

I SUPERVISOR I

IASSISTANT SUPERVISOR I

L SENIOR OFFICERI

[-PROBATION OR PAROLE OFFICER I

_IPROBATION OR PAROLE COUNSELOR]

Figure 17 - Typical Career Lattice - Probation and Parole

Parole. The Parole Division is another section of the Depart-ment of Corrections. Here the career lattice would begin with

222

234

the Parole Agent who counsels parolees, helps them to under-stand their problems, and adapts the treatment program to theindividual. This position extends to several levels. Thenext steps in the career are shown in Figure 17.

Corrections. A typical career lattice in the Corrections fieldmay begin with Correctional Officer (see Figure 18), then prog-ress to Sergeant, Lieutenant, Program Supervisor, Captain, Pro-gram Administrator, Associate Warden (State Prisons) or Super-intendent (other institutions), Warden, Chief Deputy Director,and then, at the top, Director of Corrections. Workers incorrectional institutions have support personnel working withthem, including clerks, stenographers, and supervising clerks.

DIRECTOR OF CORRECTIONS I

CHIEF DEPUTY DIRECTOR.'

WARDEN

ASSOCIATE WARDEN OR SUPERINTENDENT I

CORRECTIONAL PROGRAM ADMINISTRATORI

[CORRECTIONAL CAPTAIN

CORRECTIONAL PROGRAM SUPERVISOR

CORRECTIONAL LIEUTENANT 1

1--CORRECTIONAL SERGEANT

F.CORRECTIONAL OFFICER

Figure 18 - Typical Career Lattice - Correctional Institutions

223

235

About 50% of tasks in corrections are delegated to the profes-sional staff; psychologist, social workers, medical staff,vocational education teachers, and maintenance personnel.

STUDENT 0 View film, Story of a Policeman, and discuss with a policeLEARNING officer.ACTIVITIES


0List and describe at least one entry level job found inthe following job families: police, fire, prison, andprobation.

Discuss with your peers or teacher the typical activitiesof each entry worker in public safety, corrections, andjudicial services.

0Construct a typical public safety, corrections, and judi-cial services occupations career lattice for two of thefollowing job families: police, fire, prisons, and pro-bation to show the upward mobility of the career lattice.

o Arrange for a police officer to be a resource person inclass.

o Have students discuss in small groups typical activitiesof each entry level job.

o Discuss public safety, corrections, and judicial servicesoccupations career lattices for the six main job families,and discuss upward mobility in each.

o Direct students to prepare a file on career lattices andjob descriptions in public safety, corrections, and judi-cial services career families.

RESOURCES Your Career in Law Enforcement, Robert A. Liston, Pocket Books,1965.

Opportunities in a Law Enforcement Career, James D. Stinchcomb,University Publishing, 1971.

Future in Law Enforcement and Related Fields, Flora R.Schrieber, Glasset and Dunlop, 1970.

Story of a Policeman, David L. Wolper Production, (Film, 25min., black and white), 1971.

Law Enforcement Positions, ARCO Publishing Co., 1965.

236

224


INSTRUCTIONAL 1. Ability to identify at least four sources of informationOBJECTIVES and statistics concerning employment outlook in public

safety, corrections, and judicial services.

2. Ability to compare data dealing with the employment expec-tations of jobs in public safety, corrections, and judicialservices with student's own job goals.

CONTENT Employment Outlook. Population growth, increase in crime, slumconditions, and civil disorder: these are all fztors whichhave resulted in a strong and steady demand for public safety,corrections, and judicial services workers. Various steps are

being taken to recruit workers in these job families withoutlowering selection standards.

Law Enforcement. Many departments have established supportingclassifications, such as Community Service Officer with thePolice Department, and have assigned them to routine dutiespreviously filled by law enforcement officers. Other similarexamples in law enforcement include crossing guards, parkingmeter checkers, civilian jailers, and records and identifica-tion personnel. In many places the local county sheriff's de-partment has set up a classification of Correctional Officerto maintain order and supervise the work of inmates in itsdetention institutions.

Since the number of registered motor vehicles operating on thehighways in the country is great, the Department of HighwayPatrol in each state will need to continue to expand its spe-cialized positions and its crew of officers who patrol thehighways in cars, motorcycles, and helicopters. Additionalopenings will occur because of replacement needs.

237

225

Fire protection services are expanding, especially in areaswith a population increase. As existing fire departments ex-pand and new areas incorporate or form fire districts, addi-tional job opportunities are created. However, there is loWturnover in this occupation. Since it takes three years totrain a firefighter, most men become career employees, particu-larly since a firefighter's job is a job with a future that canlead to specialization in fire-alarm electronics, arson inves-tigation, communication, or other fields linked to fire preven-tion and suppression.

The U.S. Forest Service normally hires seasonal firefightingemployees during the summer season. Emergency temporary helpis also hired to combat individual fires. The number of U.S.Forest Service regular openings may depend on legislative ap-propriations for reforestation programs, or on necessary con-trol of fire disease and insect infestation, all of which varyfrom year to year. Additional mechanization (such as airplanesfor dropping retardant solution on fires and possible use of he-licopters) enables the size of the force to remain constant,and still have the capability to meet any increase in fire in-cidence that may result through increasing use of mountain rec-reation facilities.

Courts. Courts are expanding in administration responsibili-ties due both to the introduction of new management techniquesand increased caseload; hence the demand for qualified persons,particularly in this field, usually far exceeds the supply.

Correctional Services. There is no surplus of qualified work-ers. With the phenomenal growth in population in many states,it has been hard to expand the state's correctional, probation,and parole machinery fast enough to keep pace with the need forthese services. The correctional institutions in many statesare full and court calendars are crowded. The need for correc-tional officers is great and is expanding.

Probation and Parole. Probation officers and parole agentshave had to carry overlarge caseloads despite increases instaff. In some areas of the nation, the number of probationofficers and parole agents has increased at about four timesthe rate of total employment in recent years. Growth is ex-pected to be even faster owing to the recent federally enactedProbation Subsidy Bill, under which the states will subsidizecounties for each probationer who does not enter an institution.

Probation activities have increased not only in heavy urbanconcentrations, but also in the fast-growing suburbia. Youngcouples and their children have moved into housing developmentsand suburban communities, often taking with them their own un-solved problems, while collecting new problems in an unfamiliarcommunity. Consequently, such probation problems as child

226

238

neglect or abandonment, or juvenile delinquency, are increas-ingly found in suburban communities as well as in metropolitanareas.

Sources of Employment Information.

Law Enforcement. The State Employment Service, the local sher-iff's and police departments, and the state police, all provideinformation about careers in law enforcement, especially policework. The State Employment Service usually administers apti-tude tests on a daily basis for candidates interested in em-ployment with the police department.

Firefighting. For information on firefighting positions, thelocal Fire Department should be contacted. County and citypersonnel offices also provide information relating to examina-tions, openings, and specific job requirements. Some fire de-partments advertise in newspapers for candidates for employ-ment. For information about forest firefighters, inquire ofthe State Division of Forestry for openings with the state, andthe Regional Forester of the U.S. Forest Service for federalopenings.

Probation and Parole. The usual method of obtaining a job asa probation officer is to apply to the county or state civilservice office. The applicant will be notified of the time toreport for a written examination, and candidates who pass thewritten examination are later interviewed. For a job in theU.S. Probation Office the Chief Federal Probation Officershould be contacted. Federal appointments are made by thecourt on the recommendation of the Chief Probation Officer.

STUDENT ° Study file of statistics and information on the expecta-LEARNING tions of jobs in public safety, corrections, and judicialACTIVITIES services.

Discuss with your peers career possibilities and require-ments for employment as a policeman and firefighter inyour local district.

List the employment opportunities available in your ownarea in law enforcement and public safety.

Discuss continuing education programs available locallyto workers in public safety, corrections, and judicialservices who want to improve their professional skills.

Discuss and compare employment goals with the statisticsand information on the expectations of jobs in publicsafety, corrections, and judicial services.

227

239

o Write a short summary of your employment goals.

TEACHER ° Lead discussion on career possibility and requirements forMANAGEMENT promotion of workers in local law enforcement and publicACTIVITIES safety agencies.

o Arrange for small group discussion on students' employmentgoals and a comparison of their goals with the employmentoutlook in public safety, corrections, and judicial ser-vices.

o Arrange for students to visit the local office of the stateemployment service and discuss the employment outlook forpublic safety, corrections, and judicial services.

RESOURCES Occupational Outlook Handbook, U.S. Government Printing Office,Bulletin No. 1650, 1970-71.

Rationale for New Careers in the Administration of CriminalJustice, University Research Corporation, 1967.

New Careers: The Patrolman Aide: Trainee's Manual, RichardsonWhite, Jr., and John H. Stein, University Research Corporation,1968.

New Careers: The Patrolman Aide: Trainer's Manual, RichardsonWhite, Jr., and John H. Stein, University Research Corporation,1968.

240

228

Section 7

REGULATORY SERVICES AND RECORDS

'241

229


UNIT 1 NATURE OF THE FIELD 231 STUDENT LEARNING ACTIVITIES 249

INSTRUCTIONAL OBJECTIVES 231 TEACHER MANAGEMENT ACTIVITIES 250

CONTENT 231 RESOURCES 250

Reasons for Regulatory Services UNIT 4 RECOMMENDED QUALIFICATIONS OFand Records WORKERS 251

STUDENT LEARNING ACTIVITIES 232 INSTRUCTIONAL OBJECTIVES 251

TEACHER MANAGEMENT ACTIVITIES 233 CONTENT 251

RESOURCES 233 Taxation Job Family - InternalRevenue Service

MIT 2 REGULATORY SERVICES AND THEIR Public Records Job FamilyFUNCTIONS 234 Inspection Job Family

Examination Job FamilyINSTRUCTIONAL OBJEC T I VES 234 Licenser Job Family

Census Job FamilyCONTENT 234 Customs Job Family

Immigration and NaturalizationMajor Job Families in the Field Service and Job FamilyExecutive Branch Agencies, Federal

Government STUDENT LEARNING ACTIVITIES 254Independent Agencies, Federal

Government TEACHER MANAGEMENT ACTIVITIES 254Federal Agencies Working in

States RESOURCES 255State Agencies

UNIT 5 CAREER LATTICES AND EMPLOYMENTSTUDENT LEARNING ACTIVITIES 241 PROSPECTS 256

TEACHER MANAGEMENT ACTIVITIES 242 INSTRUCTIONAL OBJECTIVES 256

RESOURCES 242 CONTENT 256

UNIT 3 FUNCTIONS AND DUTIES OF WORKERS 243 Career Opportuni tiesTaxation Job Family - Internal

INSTRUCTIONAL OBJECTIVES 243 Revenue ServicePublic Records Job Family

CONTENT 243 Inspection Job FamilyExamination Job Fami ly

Taxation Job Fami I i ty Licenser Job FamilyTax Specialists - Internal

Revenue ServiceTax Specialists at State

Level

Census Job FamilyCustoms ServiceImmigration and Naturalization

Service and Job Family

Public Records Job Family STUDENT LEARNING ACTIVITIES 261Inspection Job FamilyExamination Job Family TEACHER MANAGEMENT ACTIVITIES 262Licenses Job FamilyCensus Job Family RESOURCES 262Customs Service and Job FamilyImmigration and Natural i zation

Service and Job Family

: 242

230

Section

REGULATORY SERVICES

AND RECORDS

Unit I Nature of the Field

INSTRUCTIONAL 1. Ability to describe the evolution of the concept of regu-OBJECTIVES latory services and records.

2. Ability to list at least three reasons for regulatory ser-vices and records.

CONTENT

3. Ability to list the primary functions of regulatory ser-vices and records.

Reasons for Regulatory Services and Records. Services or prod-ucts which are required and performed for the public need tohave rates and regulations established. To avoid their estab-lishment in an uncontrolled manner by the rise and fall offree market operations, the government regulates governmentactivities, professions, public utilities, and monopolies.Congress has created major independent administrative or regu-latory agencies which regulate or promote private industry forstated public purposes. Some of these agencies are responsibleto the Congress, while others answer directly to the President.Government commissions have been formed, their objective beingto determine rates and services; they thus provide regulatoryservices and records for government activities, public utili-ties and monopolies, and professions. Most of the commissionsand agencies are at the federal and state levels, but some areat the local level.

The states were the first bodies which made laws that could

give some assurance that the people would get true value forthe dollars they spend. The first rules they made applied toowners of ferries, bridges, grist mills, and water companies.As industrialization spread, people moved from farms to citiesand began to purchase more factory-made goods. These laws werethen applied to interstate commerce, and became federal rules.

":- '24 3

231

Consumer laws grew with the production and consumption of goodsas the country became more industrialized. The first majorfederal consumer law was enacted in 1887 after the establish-ment of the Interstate Commerce Commission, to protect thepeople from overcharging by the railroads; the field of trans-portation being the start of industrialization, as well asgovernment regulation of industry. As industrialization andurbanization grew, more federal laws were devised to protectthe people, bringing with them more and more possible choicesof services for the public at the lowest possible prices.

Professions, public utilities, and monopolies operate understricter regulation than does private industry. Without suchregulation, public utilities could charge exorbitant ratessince they are monopolies. A general approach by the federalor state government is to allow the utilities to earn enoughto get a "fair" return on a "fair" value of its property ortheir service.

Public utility companies or professional people have to obtainpermission from the state commissions which regulate the re-spective standards of service before the utility can offer ser-vice to the public, or the person can practice his profession.The commissions examine and license the utilities and the pro-fessional people; carry out periodic inspections; and keeppublic records of licenses, examinations, and other pertinentinformation. The commission must approve or deny any exten-sions, reductions, or abandonments in the service the publicutilities or professions render in any community or state.

The regulatory agencies see to it that service is offered with-out discrimination, in adequate amount and quality to meet thepublic need, serving all customers, giving the same types ofservices to identical users.

STUDENT Discuss the reasons for regulatory services and records.LEARNINGACTIVITIES ° Prepare at least four questions on the primary functions

of regulatory services and records, and discuss these withresource people in the major job families.

° Write a short summary of the evolution of the concept ofregulatory services and records.

° Discuss the effect of industrialization and urbanizationon regulatory services and records.

TEACHER Collect from regulatory agencies, and make available toMANAGEMENT students, materials on regulatory services offered by theACTIVITIES major regulatory agencies, including historical material

on the evolution of these agencies.

-244232

° Organize students into small groups for discussion on thereasons for regulatory services and records and the evolu-tion of the concept of regulatory services.

RESOURCES The Regulators. Watchdog Agencies and the Public Interest,Louis M. Kohlmeier, Jr., Harper & Row, 1969.

The Politics of Regulation: A Reader, Houghton-Mifflin, 1964.

Government Regulation of Business: A Case Book, Prentice-Hall,1965.

245233

Unit 2 Regulatory Services and their Functions

INSTRUCTIONAL 1. Ability to identify the major job families in regulatoryOBJECTIVES services and records, and describe the nature of the work

in each.

2. Ability to list at least four federal and state regulatoryagencies, and describe their main function.

CONTENT Major Job Families in the Field. The job families comprisingthe regulatory services and records occupational group includetaxation, public records, inspection, examination, licenser,census, customs, and immigration.

Congress has given to more than 100 federal administrativeagencies and offices the authority to write regulations whichapply to private obligations and privileges. Most of the agen-cies are concerned with economic affairs. Some of the agenciesand offices are part of the Executive Branch of the government,while others are more independent of the President and reportdirectly to the Congress.

Executive Branch Agencies, Federal Government. The ExecutiveBranch agencies and offices were formed by the departments forwhich they offer regulatory services. Many of the agenciesimpose taxes on their covered products or services, hold exam-inations in affected fields, carry out inspection of the vari-ous services or products to assure that they meet the pre-scribed standards, and issue licenses authorizing the produc-tion of the goods or rendering of the services. One agencytakes the census of the country and keeps the records, whilestill another regulates the Customs Service and immigration tothe country.

234

:246

Department of Health, Education, and Welfare. This Department

is responsible for the Food and Drug Administration agency,which was formed in 1931. It administers laws concerning puri-ty, safety, and accurate labeling of certain foods and drugs.

Agriczature Department. This Department includes several re-gulatory agencies, including the Commodity Exchange Authority,formed in 1922, which regulates trading and pricing on commod-ity exchanges.

The Packers and Stockyards Administration was formed in 1916to regulate fair business practices in livestock and meat mar-keting.

Interior Department. The Oil Import Administration agency wasformed in 1959, and regulates the importation of crude oil,fuel oil, and petroleum productions into the country.

Justice Department. The Immigration and Naturalization Ser-vice is the agency of the U.S. Department of Justice responsi-ble for administering the immigration and nationality laws ofthe United States. Its officers are on duty throughout theUnited States and at stations in Europe, Bermuda, Nassau,Puerto Rico, Canada, Mexico, and the Phillippines. They per-form a great variety of duties, which include conducting in-vestigations, detecting violations of the law, and determiningwhether aliens may enter or remain in the United States. Theyprevent illegal entrance of aliens into the United States, andmake recommendations to the courts in such matters as petitionsfor citizenship. They collect and evaluate evidence, adjudi-cate applications for benefits such as petitions for visas, andpreside over and present the government's case at hearings.

Treasury Department. The regulatory agencies in the Treasuryuepartment include the office of Comptroller of the Currencywhich was formed in 1863. The agency regulates and supervisesall national banks.

The Internal Revenue Service was formed in 1862, to administerfederal income, alcohol, tobacco, and other tax programs. TheIRS collects 95% of the total federal revenue, making possiblesocial, scientific, economic, military, foreign and domesticfederal activities; national defense, space and missile devel-opment, health, and conservation programs.

The Customs Service of the Treasury Department is a big andgrowing business. In one recent year alone, Customs officialswere challenged to examine, appraise, and evaluate new materi-als and manufactured foods, and collected over three and ahalf million dollars. The primary function of the CustomsService is the assessment and collection of import dutiesand taxes; the control of carriers, persons, and articles

235

247.r1

entering or departing the United States, to insure compliancewith laws and regulations; and the performance of valuableservices for other government agencies which regulate inter-national traffic and trade.

The Customs Service also performs important controls for otheragencies, such as: Department of Agriculture (animals, meat,and plant products); Food and Drug Administration (food, drugs,and pesticides); Bureau of Census (statistics); Bureau of For-eign Commerce (export control); Fish and Wildlife Service (mi-gratory birds); Internal Revenue Service (collection of.certaintaxes); Bureau of Narcotics (control of importation, and coop-eration in law enforcement).

The U.S. Coast Guard was formed in the Treasury Department in1915, to regulate the seaworthiness of vessels, and to licensemerchant marine personnel. It also maintains sea search andrescue services, and aids to navigation. It is a Division ofthe Treasury Department in peacetime, and an arm of the U.S.Navy in wartime.

Transportation De ),artment. This Department includes severalregulatory agencies. The Federal Aviation Administration

air-craft,

was formed in 1958) certifies the airworthiness of air-craft, examines and licenses pilots, and operates the air traf-fic control system.

The Federal Highway Administration and the Federal RailroadAdministration were both formed in 1966. The Highway Adminis-tration administers highway safety programs and includes theBureau of Public Roads, which administers highway constructionprograms. The Railroad Administration regulates highspeedrailroad development programs, and the railroad and oil pipe-line safety program.

Commerce Department. The Department of Commerce conducts manyregulatory activities and is divided into many Bureaus. It

fosters, promotes, and develops foreign and domestic commerce,the manufacturing and shipping industries, and transportationfacilities of the United States, with the exception of thosefacets of transportation now under the Department of Transpor-tation or the Interstate Commerce Commission, the Federal Mari-time CommiSsion, etc. The activities performed are varied,and include taking census; collection, analysis, and dissemi-nation of commercial statistics; coastal and geodetic surveys;issuance of patents and registration of trademarks; weatherforecasts; administration of certain aid programs to redevelop-ment areas and the Civil Rights Act of 1964; processing ofscientific and technical data; developing American merchantmarine; and other activities related to commerce.

Independent Agencies, Federal Government. Some of the major

236

248

regulatory agencies are more independent of the President and

report directly to the Congress. These agencies include, amongothers, The Civil Aeronautics Board, formed in 1938, with majorresponsibilities in regulation of airline passenger fares andfreight rates.

The Atomic Energy Commission, formed in 1946, regulates civil-ian use of atomic energy.

The Federal Communications Commission, formed in 1934, regu-lates fares, rates, and practices of those steamship companiesinvolved in U.S. foreign commerce.

The Federal Power Commission, formed in 1930, regulates ratesand practices in interstate sale at wholesale of electronicenergy, and regulates the transportation and sale of naturalgas.

The Federal Trade Commission was formed in 1914, to regulatecertain antitrust statutes, as well as laws concerning adver-tising misrepresentation, flammable fabrics, and the packagingand labeling of certain products.

The Interstate Commerce Commission, formed in 1887, is theoldest federal regulatory agency. Although the ICC at firstreported to the Department of Interior, it now reports directlyto Congress. It is responsible for regulating the Americaninterstate transportation system in the public interest. Its

duties include the regulation of rates, fares, and practicesof railroads, truck and bus lines, oil pipelines, domesticwater carriers, and freight forwarders.

The National Labor Relations Board, formed in 1935, conductsunion representation elections, and regulates unfair laborpractices of employers and unions.

The Securities and Exchange Commission was formed in 1934, It

regulates the rates and practices of stock exchanges and theover-the-counter securities dealers, and also certain practicesof mutual funds, investment advisers, and public utility hold-ing companies.

The Tax Court of the United States was formed in 1924. It

adjudicates caseiinvolving deficiencies or overpayment inincome, estate, and certain other federal tax matters. It

also regulates settlement of certain classes of such contro-versies.

The United States Tariff Commission, formed in 1916, investi-gates tariffs and certain other foreign trade matters.

237

Federal Agencies Working in States. Each state has branchesof the above agencies, as well as other regulatory agenciesat the state level.

Agriculture Department. The Department of Agriculture has sev-eral regulatory bureaus in each state. The Bureau of Meat In-spection enforces the provisions of the Agricultural Code per-taining to the preparation, processing, manufacturing, andselling of meat and meat food products, with general inspectionresponsibilities in these areas. The Bureau also enforces pro-hibitions against false or deceptive labeling of meat and meatfood products.

The Bureau of Weights and Measures and County Sealers ofWeights and Measures of the Department of Agriculture is re-sponsible for enforcement of laws regulating weights and mea-sures. Broadly stated, the responsibility of the Bureau andthe Sealers is to ensure that weights and measures and allcommercial weighing and measuring devices (such as scales,gasoline pumps, electric meters, and odometers) are correct,conform to state standards, and are honestly used, and thatpackages and labels of consumer goods are free of deception ormisrepresentations, and accurately state the quantity of con-tents.

U.S. Postal Services. Each state has branches of the U.S.Postal Inspection Service, which operates under many differentstatutes embodied in the U.S. Code relating to unlawful use ofmails. The provisions of law most closely connected to unfairor fraudulent consumer practices related to mailing of lotterytickets or related matter, frauds, swindles, the use of ficti-tious names or addresses, and the mailing of firearms or inju-rious articles. The Post Office has the authority to returnto senders any mail addressed to persons engaged in false orfraudulent mail schemes.

Federal Trade Commission. This commission sponsors local lawenforcement agencies, such as Consumer Protection CoordinatingCommittees, in many states. The overall purpose of these com-mittees is to achieve more well coordinated law enforcementamong governmental agencies in the field of consumer and in-vestor protection.

The Commission has the authority in each state to identify andhalt unfair or deceptive trade practices, and unfair methodsof competition in interstate commerce. This authority extendsnot only to halting false, misleading, and deceptive adver-tising, but any commercial practice or method of marketingwhich is substantially unfair or deceptive to the consumer, orwhich constitutes an unfair method of competition. The Com-mission has special authority to police advertising of food,drugs, medical devices, and cosmetics.

238

The Commission also enforces the Flammable Fabrics Act, which -

condemns the manufacture for sale or resale of dangerouslyflammable wearing apparel.

The Fair Packaging and Labeling Act, also enforced by the Com-mission, establishes regulations for the labeling of consumercommodities, and establishes specific requirements and prohi-bitions concerning the labeling and packaging of such commod-ities.

The Commission is also responsible for enforcement of the Wool,Fur, and Textile Fiber Products Labeling and IdentificationActs, which prohibit the misbranding, mislabeling, or false ordeceptive advertising or invoicing of the identified products.

State Agencies

Consumer Affairs. Several states have Departments of ConsumerAffairs with regional offices. These Departments typicallyconsist of many licensing and regulating agencies, examiningthousands of licensure applicants each year. There are approx-imately 500 occupation-oriented professional and vocational

associations. The regulatory agencies are usually categorizedas: Healing Arts; Fiduciary; Design and Construction; Business;Sanitation; and the Division of Consumer Services, which ismade up of regulatory bureaus, with specialized responsibili-ties in the field of consumer services.

The objectives of the Department of Consumer Affairs are topromote and safeguard the interests of the consumer in themarketplace; to protect the public health, general welfare,and safety by licensing only persons and firms of demonstratedknowledge and abilities to perform services for the public;and to discipline those licensees who fail in their publictrust.

Corporations. Most states have a Department of Corporationswhich administers a wide variety of statutes regulating com-mercial development. Its principal authority is in the field

of investor protection.

Insurance. The Department of Insurance has broad supervisoryand regulatory powers over the insurance industry in the state.It is the agency responsible for licensing and regulating allinsurance companies and insurance producers (agents, brokers,solicitors) in the state.

Motor Vehicles. Each state has a Department of Motor Vehicles.This department has broad responsibilities for regulating thesale, registration, use, and operation of motor vehicles inthe state. Much of its activity is specifically oriented to-ward protecting the consumer as a purchaser and user of motor

239

2:51

vehicles, particularly automobiles. The Department deals withoccupational licensing and regulation of vehicle dealers,salesmen, manufacturers, transporters, dismantling, and drivingschools in accordance with specific statutory requirements.

Another regulatory activity performed by the Department is theenforcement of the Automobile Sales Finance Act. This act setsout the terms to be included in a conditional sales contract,limits the amount of interest chargeable on the unpaid balanceof a financed automobile purchase, and regulates other aspectsof.financed automobile sales.

The Department usually also assists in the enforcement of theforgery and grand theft provisions of that particular state'sPenal Code, in which a motor vehicle or motor vehicle documen-tation is involved.

Public Health. Each state has a Department of Public Healthwith Bureaus of Food and Drug Control, located in the majorcities of that state. The general responsibility of the Bureauis to enforce state laws relating to the adulteration, mis-branding or false advertising of foods, drugs, therapeutic de-vices, cosmetics, and hazardous household chemicals. The Bu-reau's responsibilities generally relate mainly to processedfoods rather than to raw agricultural products.

In addition to these broad statutes, the Department of PublicHealth enforces a variety of laws designed to protect the pub-lic from the harmful effects of unsanitary conditions in theprocessing, canning, storage, and marketing of food. It thusenforces The Retail Food Production and Marketing Establish-ment Law, which establishes statewide sanitation standards forretail food production and marketing establishments; it en-forces laws and regulations governing the sanitation of foodmanufacturing establishments.

Usually, each state has a Restaurant Act which prescribes san-itation standards for restaurants; a Bakery Sanitation Law;laws relating to cold storage of foods, frozen food lockerplants, and cannery inspection; and other specialized provi-sions relating to the processing, preparation, or packaging ofparticular food products.

The Bureau also enforces special laws and regulations relatingto the diagnosis and treatment of cancer. Among other impor-tant provisions, these laws prohibit the treatment of cancerby drugs, surgery, or radiation by persons who do not hold astate license for this service, and also prohibits the sale,gift, prescription, or administration of any drug or device tobe used in the diagnosis or treatment of cancer unless thishas been approved by the Bureau.

240

21


Real Estate. Each state usually has a Department of Real Es-

tate with many regional branches. This Department licenses

and regulates all real estate brokers and salesmen. The most

important facet of the Department's jurisdiction includes thepolicing of false advertising in offers of real property forsale or lease; and regulating the activities of real estateagents, to prevent misrepresentations, misleading promises,fraudulent or negligent inducements, incompetence, and dishon-est dealing in real estate transactions.

The Department also regulates the negotiation of loans securedby real property liens; licensees of mineral, oil, and gas prop-

erty; the sale of real estate syndicate security interestswhere less than 100 owners are involved; and it also prescribesthe form of contract and/or advertising in advance fee transac-tions and advance fee rental operations.

Public utilities. The Public Utilities Commission is an im-portant regulatory agency in each state. It is responsible

for the regulation of intrastate rates and services of private-ly-owned gas, electric, telephone, water, and steam heat util-ities; railroads, buses, trucks, airlines, and vessels trans-porting freight or passengers; warehousemen; wharf owners ormanagers; carloaders; and pipeline operators.

While the major portion of the Commission's efforts are di-rected toward rate and certificate regulation of the utilities,it has jurisdiction to consider virtually any complaint con-cerning the operations of the companies it regulates. Some ofthe industries subject to the Commission's jurisdiction in-clude common carriers, such as cement carriers, express cor-porations, passenger stage corporations, petroleum contract orirregular route carriers; railroads, street railroads, vessels,and passenger air carriers; electric, gas, and water companies;pipelines; telegraph and telephone companies; toll bridges;warehousemen; and wharf owners and managers.

The Commission also regulates household foods carriers, cementcontract carriers, charter-party passenger carriers, dump truckcarriers, vessels for hire, highway contract carriers, and sew-er system corporations.

The Public Utilities Commission determines whether rates chargedby public utility companies are just, reasonable, and nondis-criminatory, and it regulates the services and facilities pro-vided by such utilities. It also establishes safety standardsfor equipment and facilities.

° List the major job families and compare the predominantconcerns and duties in each group.

241

o Write a short summary of the occupational group statingthe main functions of each job family.

o List at least four federal and four state regulatory agen-cies and describe their main functions.

o Compare the responsibilities of the agencies which are partof the Executive Branch of the government with the respon-sibilities of those which are more independent and reportdirectly to the Congress.

TEACHER ° Arrange for visit by resource people from regulatory agen-MANAGEMENT cies in your town.ACTIVITIES

o Arrange field trips to local regulatory agencies And havestudents discuss some of the major duties of workers inthose agencies.

o Have students collect materials and information on theprimary functions and duties of workers in this occupation-al group. Help students display materials and information,and share with their peers.

RESOURCES The Federal Tax System, Tax Foundation, 1968.

A New Dimension in Taxation, U.S. Internal Revenue Service,

Taxes: Their Source and Usage, Progressive Pictures, (Film,11 min., black and white), 1963.

Reports of the Immigration Commission, Arno Press, 1969.

Economics of Regulation. Theory and Practice in the Transpor-tation and Public Utility Industries, Irwin-Dorsey, 1969.

Tedrow's Regulation of Transportation, Fair-Guandols, Wm. C.Brown Company Publishers, 1969.

242

2-5-1


INSTRUCTIONAL 1. Ability to describe the major duties performed by workers

OBJECTIVES in regulatory services and records.

2. Ability to compare and contrast the general duties ofworkers in regulatory services and records.

3. Ability to make a list of the typical jobs in regulatoryservices and records, and describe the duties performed inat least six of the jobs.

CONTENT Functions and Duties of Workers. This unit contains brief de-

scriptions of the major functions and duties of workers in thefield of regulatory services and records. Some of these de-

scriptions are rather narrowly confined to one area of work,but, where it is feasible to do so, one or two descriptionsare written to cover a general area encompassing several re-

lated positions in federal, state, and local government.

Because of the size and complexity of regulatory operations andprograms, the administrative problems involved in their manage-

ment and control are tremendous. Executives, therefore, re-

quire the help of administrative assistants in the managementphases of their work. The assistant is typically concernedwith providing assistance to management in budgetary. and fiscal

areas, personnel, correspondence, organization, procedure,

supply, or records. Many of the regulatory agencies conductmanagement-internship programs to train and develop employees

for administrative work.

Accountants. The government depends heavily on trained accoun-tants for assistance in managing its varied activities and in

243

425

carrying out its contracting and regulatory functions. Accoun-tants design, install, and operate the government's accountingsystems. They may also analyze and interpret data, performinternal audit of agency operations, and audit government con-tractors and recipients of grants-in-aid. Some accountantsprescribe accounting systems under regulatory programs andanalyze accounting reports submitted by regulated companies.

Taxation Job Family

Tax S'ecialists - Internal Revenue Service. IRS employees con-duct investigations to assure an equitable tax system, and en-force laws against those who would defraud the government. Rev-enue officers call on all types of taxpayers, examine records,obtain and analyze information regarding business situations,and negotiate arrangements to satisfy taxpayer obligations.

Internal Revenue Agents examine and audit accounting books andrecords to determine correct federal tax liabilities.

Office of International Operations - Revenue Service Represen-tative. A very experienced revenue agent may also serve abroadTriIFE Office of International Operations as a Revenue ServiceRepresentative or assistant, on temporary rotation assignmentsof four or six months, auditing, examining, and investigatingforeign entities, individuals, and corporations operating with-in the United States. He determines sources of taxable income(foreign and domestic) under existing laws, treaties, and rul-ings. He conducts field examination throughout the UnitedStates and foreign countries, and may be assigned for as longas six months to temporary duties at established foreign poststo assist in bringing peak loads under control. He may alsoconduct appropriate investigations, and gather evidence forpossible use in criminal or civil prosecutions with interna-tional aspects.

Special Agents in the IRS investigate tax fraud and other re-lated criminal violations. They document, evaluate, and orga-nize evidence, and report on their findings.

Internal Security Inspectors maintain the security of the IRS.Their duties include investigations of IRS employees for ex-tortion, bribery, fraud, embezzlement, and theft.

Internal Auditors work with the inspection service inside IRS,and evaluate the service operations. The Internal RevenueAgent audits the case, whereas the Internal Auditor audits theperformante of that duty.

Tax Auditors contact taxpayers to identify and explain taxissues and determine correct tax liabilities.

244

2.5

Accounting Technicians are junior accountants who perform theclerical part of accounting in the IRS Service Centers andsometimes assist the accountants in less professional work.

Estate tax attorneys make field examinations of federal estateand gift returns. They determine the value, ownership of in-terests, and taxability of estates and gifts.

Collection Revenue Officers collect the delinquent taxes in aprofessional manner, with the power to seize property. Theyare assisted by Revenue Representatives who occupy a juniorposition in the field of collection. In addition to assistingwith'the collection of delinquent taxes, they also advise andassist the public on questions of collection.

Administrative Specialists have duties ranging from recruit-ment, employee development, and budget formulation, to directcontacts with information media.

Other positions with the IRS include Tax Law Specialist, Es-tate Tax Examiner, and Competent Authority Analyst.

Tax Specialists at State Level

Tax Examiners at the state level examine incoming tax returns,propose additional assessments, and make refunds where proper.

Auditors also work for the State Revenue Agencies. They assistin fie d audits of individuals, business organizations, orstate agencies subject to state taxation or regulations. Theyalso prepare audit reports, and may be assigned responsibilityfor particular sections or phases of an audit. In the office,they examine tax returns and financial statements for complete-ness and proper application of the law. They also correspondwith taxpayers, and prepare schedules to show changes in taxliability,

Legal Counsel is an entry level position with the State RevenueAgencies. A Legal Counsel studies, interprets, and applieslaws, court decisions, and other legal authorities in the prep-aration of cases, drafts legislative measures and regulations,and does a wide variety of research.

A Pro monmer Trainee translates problem statements and detailedflow charts into computer code and operating instructions, as-sists in preparing flow charts on complex problems, programssimple problems for computer input, tests coded computer pro-grams, and makes revisions to eliminate errors and inefficientuse of computer time.

245

. :Z57

Public Records Job Family

Most of the duties performed in this field are clerical. They

include keeping detailed records of the vital statistics of theresidents of the state; recording births, deaths, marriages,etc.; and performing filing duties as filing clerks. Clerical

positions are usually at several levels and are supervised byadministrative personnel.

Inspection Job Family

The duties of workers in Inspection are to inspect and inves-tigate the enforcement of laws and regulations in some partic-ular field. Although the fields in which inspectors work arediverse, their actual duties are very similar. For example:

A Food and Drug Inspector makes inspections and investigationsof establishments.and of the manufacturing, producing, packing,labeling, and distribution of food, alcoholic beverages, drugs,cosmetics, and hazardous substances.

A Dairy Foods Inspector in the Department of Agriculture per-forms field inspection and enforcement work involved in theadministration of the provisions of the Agricultural Code per-taining to quality control of milk and milk products. He vis-its dairies, milk plants, factories, restaurants, and otherplaces of business to inspect the registration and use of dairycontainers and cabinets. He makes sanitary inspections ofdairy farms and plants; gathers evidence, and assists in theprosecution of violators of dairy laws. He may also partici-pate in hearings on the revocation of licenses and permits, andmay also develop and introduce improved dairy methods.

A Building Inspector inspects buildings being constructed, al-tered, or repaired for compliance with building laws. He ex-

amines plans and specifications of buildings for conformitywith zoning regulations; inspects damaged buildings, and reportsneed for repairs or demolition; investigates alleged violationsof codes, and issues orders for correction of such violationsas noncompliance with plans, specifications, and codes.

Examination Job Family

The function and duties of workers in examination vary with thefield of examination. For example, the duties of workers insome of the larger fields include, in addition to the tax exam-iners discussed above:

The Insurance Examiner, who checks the financial status of in-surance companies to assure their compliance with applicable

246

258

laws and regulations. He inspects rerirds, prepares trialbalances, audits financial statements, and reviews claim andpolicy files.

The Bank Examiner participates in the examination of the finan-cial condition of banks and trust companies, and reviews theiraccounting methods and audit controls.

The Corporation Examiner performs technical and administrativeduties to assure compliance with provisions of various lawsunder the jurisdiction of the Department of Corporations re-lating to regulation of corporations, personal property bro-kers, industrial loan companies, credit unions, escrow agents,and check sellers and cashiers. They conduct and supervisethe examination of books and records of financial institutionsand other business firms.

The Drivers License Examiner examines applicants and makes re-commendations as to the issuance of drivers licenses. He alsogives information to the public, and does other work as re-quired.

The Claims Examiner performs work involved in developing, ex-amining, adjusting, reconsidering, or authorizing the settle-ment of claims involving disability, death, land, governmentchecks, passport applications, retirement and old-age insur-ance, veterans' and unemployment compensation.

The Hearing Examiner presides at formal hearings required bystatute. He administers oaths and affirmations, issues sub-poenas authorized by law, holds prehearing conferences for thesettlement or simplification of the issues, questions witnesses,and performs other similar duties.

The Labor-Mdnagement Relations Examiner is the initial contactfor parties concerned about a labor relations question. Heconducts hearings on alleged unfair labor practices, and super-vises elections to choose representatives for collective bar-gaining purposes. He gathers facts pertaining to his cases,evaluates them objectively, and determines proper remedies.

The Bank and savings and Loan Examiner assembles informationesseaTiTto the appraisal and classification of assets, veri-fies cash on hand, prepares bank reconcilements, verifies andlists bonds and securities, makes test audits, and preparesschedules of earnings and expenses. In this position the ex-aminer generally travels extensively.

Licenser Job Family

In the Licenser job family, the major function of workers is

247

25.9

to license persons and businesses, and to regulate licenseesand register them. For example, the licensers at the StateBoard of Pharmacy administer and enforce applicable statutesand regulations pertaining to the handling and distribution ofdrugs and devices in accordance with provisions of the PharmacyLaw; they also regulate and control the handling and distribu-tion of dangerous and restricted drugs and devices, poisons,hypodermics, etc. The duties of licensers include administer-ing examinations to license applicants, checking licensurerequirements for the specific field, issuing the original li-cense and duplicate certificate, and license renewals. A li-censer interviewer or licenser generally works for one particu-lar agency, such as the State Board of Pharmacy, State Board ofNursing Education and Nurse Registration, State Board of Regis-tration for Professional Engineers, State Board of Barber Exam-iners, Cemetery Board, State Board of Architectural Examiners,and so on.

Census Job Family

The duties of workers in the Bureau of The Census are primarilycensus taking, which involves making surveys and actual countsof people living in each town, city, and state. The Bureau ofThe Census employs a large clerical staff, including filingclerks, clerk-typists, and other additional staff.

Customs Service and Job Family

Customs Inspectors are the government's front-line protectionagairist smuggling and illegal importation and exportation ofmerchandise. They inspect cargo, baggage, mail, and articlesworn or carried by persons and carriers entering or leavingthe United States. The work of the inspector requires contin-ual contact with the traveling public, importers, crew members,and carrier employees. The Customs Inspector works at majorinternational airports, ships, and piers, or wherever there isimportation of cargo and the processing of passengers returningfrom foreign ports.

Import Specialists examine import entry documents, classifymerchandise under Tariff Schedules of the United States, andaccurately determine the appraised unit value of merchandise.Further responsibilities of these specialists include the care-ful analysis of all documents and supporting papers relatingto import, and the accurate determination of duties applicableand taxes due. Customs aides perform essentially the same du-ties as Import Specialists, except that they deal with entriesworth under $200. Customs Agents conduct investigations re-lating to the prevention and detection of fraud through under-valuation of merchandise, smuggling of merchandise and contra-

260248

band into or out of the United States, and other Customs mat-ters. Customs Agents work together with other Treasury en-forcement agents to enforce laws that come under their juris-dictions. Agents are found in every state, on the high seas,and in many countries abroad.

Immigration and Naturalization Service and Job Family

The Border Patrol Agent (formerly known as Importer Patrol In-spector) is the entry-level position in the Border Patrol ofthe Immigration and Naturalization Service. This is a mobileuniformed enforcement organization. Its principal purpose isto prevent the smuggling and illegal entry of aliens into theUnited States, and to detect, apprehend, and initiate departureof aliens illegally in this country. Border Patrol Agents aregenerally assigned along international boundaries and coastalareas, but at times to areas within the country. Border PatrolAgents patrol areas to apprehend persons seen crossing the bor-der; stop vehicles on highways to check citizenship of the oc-cupants; inspect and search trains, buses, airplanes, ships,and terminals to detect aliens entering illegally; and performmany other duties to enforce the immigration law. They coop-erate with other enforcement agencies of the government in theprevention of smuggling of contraband into the United States.

Experience in the Border Patrol is necessary to advance toother positions in the Service, such as Importer Inspector orInspectress, and Investigator.

An Immigration Inspector inspects persons seeking admission orreadmission to, or the privilege of passing through, or resid-ing in, the United States. Some immigration inspectors alsoeffect the arrest, detention, control, supervision, parole, ordeportation of aliens subject to deportation or exclusion. In-

spectors may be required to board land, sea, and air convey-ances for the purpose of inspecting or questioning persons ar-riving in or departing from the United States. In some ports,they may be subject to call at all hours of the night in orderto inspect incoming vessels arriving unexpectedly or off sched-ule.

An Immigration Investigator performs duties similar to the Im-migration Inspector, with the exception that where ImmigrationInspector positions are located at international borders, sea-ports, and airports of entry into the United States, the In-vestigator positions are located at the numerous offices of theService in almost every state.

STUDENT ° Visit local Internal Revenue Service office and observe theLEARNING typical duties performed by agents, examiners, and analysts.ACTIVITIES Write a short summary on activities observed on field trip.

1''."- 2 6 1249


o Question a Food and Drug Inspector, Building Inspector,Bank Examiner, Drivers License Examiner, or Tax Examiner,about his duties.

o Discuss in small groups the functions and duties of workersin customs, immigration, census, and licensure.

o Prepare short talk on the positions in customs, immigration,and inspection, comparing and contrasting the duties per-formed by workers in those job families. Repeat activity,using other job families in Regulatory Services and Records.

o Invite speakers from the various job families or arrangefor students to visit the agencies and talk to workers.

o Organize students into small groups for discussion on func-tion and duties of workers.

o Arrange a display of information on Regulatory Servicesand Records.

RESOURCES Your Place in Space As a Professional Auditor, U.S. Air ForceAuditor General, 1967.

Auditors - A Professional Career, U.S. Defense Contract AuditAgency, 1968.

Internal Auditor, U.S. Internal Revenue Service, 1970.

Revenue Agent, U.S. Internal Revenue Service, 1970.

Revenue Officer, U.S. Internal Revenue Service, 1970.

The Internal Revenue Aide, U.S. Internal Revenue Service, 1969.

The Tax Auditor, U.S. Internal Revenue Service, 1970.

Treasury Enforcement Agent, The Treasury College RecruitmentCoordinator for Law Enforcement, 1970.

FDA Inspector, U.S. Food and Drug Administration, 1969.

License Inspector, ARCO Publishing, 1965.

262250


INSTRUCTIONAL 1. Ability to discuss the recommended qualifications of work-OBJECTIVES ers in regulatory services and records.

CONTENT

2. Ability to evaluate his own qualifications and compare themwith the qualifications required for entry-level jobs.

Regulatory agencies operate a great variety of interesting andchallenging programs that require many different skills. Manypositions in regulatory services require college education;hbwever, not all do so. For most positions background knowl-edge, or a satisfactory combination of education and experi-ence, is accepted in lieu of the educational requirements.

Taxation Job Family - Internal Revenue Service (IRS).

Almost every major college field of study has some applicationto the work of the Internal Revenue Service. The majority ofpositions can best be filled by students who have completedmajors in Accounting, Business Administration, and Law. How-ever, hundreds. of positions are filled each year by young col-lege men and women who major in Political Science, Public Ad-ministration, Education, Liberal Arts, and other fields. Acollege degree is desirable; however, college seniors, espe-cially those who have taken accounting courses, are encouragedto Apply.

Tax Auditors require graduation from college with specializa-tion in accounting. They should be able to conduct audits orfinancial examinations of accounts and records, analyze dataand draw sound conclusions, prepare clear and concise reports,and speak and write effectively.

251

263

The Estate Tax Attorney requires an L.L.B. or J.D. degree.

A legal counsel must have graduated from law school and must bea member of the Bar Association of his state. He must knowlegal research methods, legal principles, and their application.He should have the ability to analyze, appraise, and apply le-gal principles, facts, and precedents; present statements offact, law, and argument clearly and logically in written andoral form; draft statutes; and dictate correspondence involvingthe explanation of legal matters.

A Computer Programmer Trainee must have an associate-of-artsdegree in data processing. However, further training in com-puter science or data processing at a four-year collegiatelevel institution are highly desirable. A programmer traineeshould have the ability to develop electronic computer rou-tines; analyze data and draw logical conclusions; speak andwrite effectively; and prepare clear, complete, and concisereports.

Public Records Job Family.

The qualifications for clerks in Public Records generally in-clude a high school diploma, and knowledge of typing. For ad-ministrative positions, some college education is generally re-quired, and often a degree in business administration is desir-able.

Inspection Job Family.

Graduation from college is generally one of the requirementsfor an inspector.

A Food and Drug Inspection Trainee has requirements which in-clude an education equivalent to graduation from college withcour is in bacteriology, biology, chemistry, food technology,pharmacology, pharmacy, sanitation, sanitary engineering, orother biological or chemical sciences. It is desirable to haveknowledge of current public health and sanitation problems inthe production and distribution of foods and drugs, alcoholicbeverages, and related products. Special personal character-istics often include aptitude for food and drug inspection andinvestigation work, and capacity for development.

A Dairy Foods Inspector needs to graduate from college withspecialization in studies relating to dairy farm or milk andmilk products. The skills needed include a wide knowledge ofdairy production, dairy products manufacturing methods, andmilk equipment and materials. Knowledge of methods of testingand grading dairy products, and the principles of environmentalsanitation, are generally also required.

264252

Examination Job Family.

Special requirements for examiners generally include college-level education in accounting, banking, finance, business ad-ministration, economics, or appropriate experience. The ex-aminer should have a wide knowledge of general accounting prin-ciples and procedures, and a general knowledge of business law.He should be able to analyze data and draw sound conclusions,and speak and write effectively.

Tax Examiners usually require no experience or education. Ap-plicants are required to pass a written test which measurestheir ability to learn the job.

The Hearing Examiner must have been duly licensed and autho-rized to practice as an attorney for a period of at least sevenyears.

Licenser Job Family.

The qualifications for licenser include thorough knowledge ofthe particular field in which he will work, the ability to pre-pare and administer examinations, and to inspect the work andqualifications of applicants for licenses and renewals.

Census Job Family.

For a Census Taker, the qualifications include a high schooldiploma and some college education. Workers in this field needto have the ability to communicate with people, be tolerant ofpeople and situations, follow instructions, and be able towrite logical and succinct reports.

Customs Job Family.

A Customs Inspector needs four years of college study in anymajor field. The minimum age is 21. A good physical condition,to meet the rigorous demands of the job; the ability to dealsatisfactorily with the public; and a combination of toughnessand diplomacy; these are valued assets. Because the inspectoris involved in varied situations, initiative and sound judgmentfor on-the-spot decision-making are essential.

An Import Specialist must have four years of college study, andproven reliability because he makes reports on violations oftrademark, copyright, or marketing laws, and must be ready todefend the government's position in all litigation resultingfrom these actions. The complex assignments for import spe-cialists demand a natural ability to assimilate specialized

263253

knowledge, and to meet and deal effectively with people inorder to secure their cooperation in complying with technicalrequirements .

The Customs Aide position requires two years of college studyOr an AA/AS Degree, and qualifications similar to Import Spe-cial ist.

Immigration and Naturalization Service and Job Family.

Applicants for positions in Immigration and Naturalization mustbe 21 years of age. There is no maximum age limit. All appli-cants must take a competitive written and oral examination de-signed to measure verbal abilities and judgment. An automobiledriver's license and United States citizenship are required.Applicants must be in sound physical condition and be of goodmuscular development. They must have good vision and hearing.

STUDENT0

Study and discuss recommended qualifications of workers inLEARNING Regulatory Services and Records.ACTIVITIES

o Prepare a series of questions to ask the resource peoplein your class from various local regulatory agencies.

o Analyze your own qualifications and compare them with therecommended qualifications for Regulatory Services andRecords workers.

Visit regulatory agencies and obtain information about ex-aminations and current employment opportunities.

TEACHER 0 Divide students into small groups and initiate discussionMANAGEMENT of qualifications required in each job family and compari-ACTIVITIES son of students' own qualifications.

Prepare a file on qualifications and other requirements forRegulatory Services and Records and make available to stu-dents. tc-

Collect pamphlets and other employment literature from theCivil Service Commission and state and local regulatoryagencies, and make them available to students.

o Invite representatives of the Civil Service Commission andregulatory agencies to visit class and act as resource per-son.

o Organize field trip to local regulatory agencies and obtaininformation concerning current employment opportunities andopen examinations.

254

263

RESOURCES Career Gateways, Employment Information Center, 1970.

Graduate Into Government, U.S. Department of Agriculture,1968.

255

267


INSTRUCTIONAL 1. Ability to identify at least four sources of informationOBJECTIVES concerning employment prospects in regulatory services

and records.

CONTENT

2. Ability to identify entry -level jobs in regulatory servicesand records.

3 Ability to describe and contrast the typical entry-leveljobs for workers in the seven major job families.

4. Ability to construct a typical career lattice for at leastthree of the major job families.

5 Ability to compare employment expectations of jobs in reg-ulatory services and records with his own job goals.

Career Opportunities. The occupational field of regulatoryservices and records offers a great variety of career oppor-tunities. For example: jobs for administrative assistants arenumerous and varied in the administration of the regulatoryagencies. Administrative positions exist in all governmentregulatory agencies, and opportunities for advancement are ex-cellent for persons who demonstrate the ability to perform ad-ministrative duties effectively. Participation in an agency'smanagement-internship program is a good method of embarking ona full management career.

Accountants. There are over 19,000 professional accountingpositions scattered throughout the government, many of thesein regulatory services and records. New appointees are givensystematic training and supervised on-the-job assignments com-parable to those given in "junior" positions in large publicaccounting firms. Well-qualified individuals have a good

'268

256

chance to move up to higher levels of accounting, auditing,and related areas of controllership. Major employers of ac-countants and auditors are the Internal ReVenue Service, theBoard of Equalization, the Department of Human Resources Devel-opment, the Bureau of Budget, the General Accounting Office,and the Department of Defense.

Taxation Job Family - Internal Revenue Service.

The Internal Revenue Service (IRS) has more than 60,000 employ-ees, and is by far the largest organization in the TreasuryDepartment. Each year millions of personal income tax retur6r...1/4.and thousands of franchise and corporation income tax returns,are filed with the Internal Revenue Service in each state. TheIRS is a decentralized organization and its employees are em-ployed in offices, large and small, throughout the UnitedStates.

The IRS is divided into three separate broad career fields:Federal Law Enforcement, Accounting, and Collection.

The Federal Law Enforcement positions include special agentsin intelligence, and internal security inspectors.

The area of Accounting includes Internal Revenue Agents, In-ternal Auditors, Tax Auditors, Accounting Technicians, andEstate Tax Attorneys.

In Collection, the positions include Revenue Officers, Tax-payer Service Representatives, and Revenue Representatives.

The regional IRS service centers employ Tax Examiners, DataTranscribers, and Tax Specialist Clerks.

The U.S. Treasury Department also directs a Bureau of Alcohol,Tobacco, and Firearms, which was a part of IRS until July, 1972.This Bureau employs Special Investigators, and Alcohol and To-bacco Tax Inspectors.

inservice Training. During their first year, professional em-ployees in the Internal Revenue Service are given at least sixweeks of formal training, which includes a postgraduate coursein taxation taught by authorities in their fields. Beyondthis, advanced training and work of progressively greater re-sponsibility are linked together in well-defined career devel-opment programs. Carefully integrated training is providedin career lattices to supervisory, mid-management, and execu-tive positions. Opportunities for advancement are good. Su-pervisory and management positions and higher levels are usu-ally filled under an informal merit promotion program.

269257

Career Advancement. Workers in the positions indicated abovemay be considered for positions at higher levels, if they canqualify on the basis of experience and demonstrated competence.

Opportunities are also available for promotion to higher posi-tions for workers who have completed the requested number ofsemester hours of study in related subjects. This training maybe acquired after appointment through resident study, or bycompletion of correspondence courses which are available toIRS employees.

Legal Counsel. In addition to the foregoing, the position ofLegal Counsel is also an entry-level job in the Internal Reve-nue Service. Besides the Internal Revenue Service, major em-ployers of legal counsels are Boards of Equalization, StateCompensation Insurance Funds, Legislative Counsel Bureaus, Pub-lic Utilities Commissions, Departments of Alcoholic BeverageControl, and others.

Public Records Job Family

In the Public Records field, employment opportunities are most-ly in the clerical area. There are generally a number of lev-els of clerical positions through which one can advance, as heattains more experience on the job. Advancement is possibleinto the administrative positions. In most states this is acomparatively small department; hence, the employment oppor-tunities are not as extensive as in some other job families.

Inspection Job Family

Employment prospects in the Inspection Services are very good.Substantial growth in the inspection occupations is quite like-ly during the next five to ten years, particularly in thoseinspection activities which relate to housing and urban renew-al programs. The career ladder in Inspection usually beginswith the Inspector Trainee, the next step being the Inspector,followed by Senior Inspector. For example:

Building Inspector. In Building Inspection the entry-leveljob would be Building Inspector Trainee, then Building Inspec-tor, and finally Senior Building Inspector. This career lat-tice is based on the use of the Building Inspector as a gener-alist inspector, who performs a variety of inspectional ser-vices in accordance with various codes.

Specialization in the plumbing, electrical, or other specificareas often occurs at the senior level. Some states are soset up that the position of Building Inspector Trainee canlead to specialized positions in plumbing, electrical, andhousing inspection, as well as code enforcement in urban

270258

renewal and neighborhood conservation projects. This progres-sion generally depends on the level of education attained bythe trainee. In some highly specialized inspection departments,there are separate career lattices, with trainee positions inplumbing inspection, housing inspection, electrical inspection,plan checking, and depending on how local government functionsare organized, public works construction inspection.

Examination Job Family

Examiners are employed by federal and state agencies as wellas by private groups, hence their employment prospects aregood. Opportunities for advancement are generally excellent,as are opportunities for training and promotion to other jobs.There are several levels of examiners in most fields. Theentry-level job is often Auditor I. For example:

Corporation Examiner. For Corporation Examiner a typical ca-reer lattice may begin with Auditor I, then Corporation Exam-iner II and III, Supervising Corporation Examiner I and II,and then Chief Corporation Examiner. The Corporation Examinerreceives from $9,000-$11,000 at the entry-level, and reaches$17,000-$21,000 per year as Chief Corporation Examiner.

Bank Examiner. Bank Examiner I is the entry-level positionfor college graduates interested in a career in bank supervi-sion. Bank Examiner II is the next step in the career lattice.The salary range for an entry level job as Bank Examiner, andalso for Savings and Loan Examiner is between $9,000 and$11,000, and increases with experience and rank.

Delvers License Examiner. The Drivers License Exniner re-ceives between $8,000 and $10,000 per year.

Insurance Examiner. The Insurance Examiners receive between$8,000 and $10,000 per year.

Hearing Examiner. The salary range for Hearing Examiner isbetween $23,000 and $34,000 per year.

Licenser Job Fami1

The licenser job family is an evergrowing field, wherein morepeople are needed as the Departments of Consumer Affairs andthe State Boards in the various professions and occupationsexpand. The entry-level job is usually license interviewer,then licenser, and then supervisor and director.

271

259

Census Job Family

Since census is generally taken every ten years, the work formany Census Takers is either temporary or periodical. Duringthe years when the census is not being taken, the regional of-fices of the Bureau of the Census employ a very small staff.The employment prospects are good, but not as extensive as insome other job families. Many of the jobs are clerical. TheCensus Taker is usually the entry-level job into the field.This is followed by administrative staff positions, such asSupervisor, Assistant Director, and Director.

Customs Service

In addition to the rapid growth in trade and tourism, theCustoms Service is constantly required to adjust to the techno-logical and procedural changes of the private industries ser-ved by them. For example, the jumbo aircraft of the 1970's,carrying almost 300 passengers, necessitate new methods andfacilities to process large numbers of people in a short periodof time. To accomplish this task and to meet the demands oftomorrow, the Service needs more well-trained and resourcefulmen and women - young people with fresh ideas who accept thechallenges of a modern industrial society.

The entry-level positions for the Customs Service is as a Cus-toms Aide (which may also be true in the United States TreasuryDepartment). The next step in the career lattice may be Im-port Specialist, then Customs Inspector, followed by supervi-sorial and executive positions. Other supportive positionsinclude Personnel Specialist, Management Analysis Specialist,Legal Assistant, Port Investigator, Chemist, Accountant, Audi-tor, and secretaries and typists.

Immi ration and Naturalization Service and Job Famil

The Immigration and Naturalization Service offers very goodemployment prospects. The Service keeps all officers currentlyinformed about the requirements for supervisory, management,and executive positions so that they may know the opportunitiesfor advancement, and be aware of the experience they must gainin order to prepare for promotion. Advancement is based onmerit. Vacancies from the "journeyman" level up to executivelevels are filled by the promotion of officers who have demon-strated career capacity for advancement. The Immigration andNaturalization Service has developed an Officer Selection BoardSystem to insure that each vacancy, throughout the Service, isfilled by the best qualified officer available.

The Service has an employee development program designed to

272260


assist employees in the performance of their work and to en-able them to prepare for advancement. "Know how" is furnishedto employees through organized training. This includes train-ing on the job, attendance at service schools, and correspon-dence lessons. It is accompanied by changes in work assign-ments and posts of duty to enable officers to gain new andvaried experience, and to use their "know how" to advantage.

Border Patrol Agent. The entry level job is as Border PatrolAgent. This may lead to other positions such as ImmigrationInspector and Investigator, then to supervisory and executivepositions.

The basic entrance salary for a Border Patrol Agent is about$8,000 per year. With progression to the higher level journey-man positions of Border Patrol Agent, the salary raises to$9,000 and then $10,000 per year. As they gain additional ex-perience, officers become qualified for promotion to supervi-sory positions in the Border Patrol, and for other positionsin other activities of the Service, even to executive levels.The opportunities for advancement are excellent, as are oppor-tunities for training and promotion to other jobs.

The salary range for entry level positions in Customs is about$8,000 to $9,000 per year. With experience, a Customs Aidemay advance to Customs Inspector or Investigator, at which timethe salary would increase to about $12,000, and, with furtherexperience and promotion, to even higher levels.

OStudy file on statistics and information on the expecta-tions of jobs in Regulatory Services and Records.

OWrite a short comparison on employment expectations ofjobs in Regulatory Services and Records.

OList the employment opportunities available in your ownarea in inspection, taxation, and examination.

O

Discuss advancement opportunities available in at leastthree of the major job families.

OList and describe one entry-level job found in each majorjob family.

O

Construct a typical regulatory services and records occu-pations career lattice for at least four of the job fami-lies.

ODiscuss the typical activities of each entry worker inregulatory services and records.

273

261

o Become an "aide" for a day to an officer in Inspection,Examination, Customs, or Immigration, and make a shortsummary and evaluation of your experience.

TEACHER ° Prepare and make available to students file on statisticsMANAGEMENT and information on jobs in Regulatory Services and Records.ACTIVITIES

o Arrange for students to become an "aide" for a day inInspection, Examination, Customs, or Immigration.

o Arrange for a tax examiner, customs inspector, and a driv-ers license examiner to be resource people in class.

o Have students discuss in small groups typical activitiesof each entry-level job.

o Have students prepare a file on career lattices and jobdescriptions in regulatory services and records.

RESOURCES An Auditing Career, U.S. Defense Contract Audit Agency, 1968.

Your Auditing Career, U.S. Army Audit Agency, 1970.

Career Opportunities in Poultry and Meat Inspection, U.S.Department of Agriculture, 1969.

Career Opportunities in Consumer and Marketing, U.S. Departmentof Agriculture, 1969.

Careers in the U.S. Department of Commerce, U.S. EmploymentInformation Center, 1970.

A Career in Bank Supervision, U.S. Federal Deposit InsuranceCorporation, 1968.

Career Opportunities, U.S. Interstate Commerce Commission,1969.

The Road to Your Success, U.S. Federal Highway Administration,1970.

Careers in the U.S. Department of Interior, U.S. Department ofInterior, 1971.

Careers With the Immi ration and Naturalization Service, U.S.Immigration an' Natura ization Service, 970.

274

262

Section

TRANSPORTATION SERVICES

275

263


UNIT 1 NATURE OF THE FIELD 265 UNIT 3 FUNCTIONS AND DUTIES OF WORKERS 283

INSTRUCTIONAL OBJECTIVES 265 INSTRUCTIONAL OBJECTIVES 283

CONTENT 265 CONTENT 283

Transportation Management Commonality of JobsBackground Function and Duties of WorkersGoals of Transportation

ManagementChallenge of Transportation

Management

Airways Job FamilyHighways Job FamilyRailways Job Family

Intermodal TransportationSTUDENT LEARNING ACTIVITIES 287

STUDENT LEARNING ACTIVITIES 269TEACHER MANAGEMENT ACTIVITIES 288

TEACHER MANAGEMENT ACTIVITIES 269RESOURCES 288

RESOURCES 269UNIT 4 QUALIFICATIONS, CAREER LATTICES, AND

UNIT 2 MANAGEMENT ORGANIZATION, AND ROLE EMPLOYMENT PROSPECTS 289

OF MAJOR TRANSPORTATION AGENCIES 2)1INSTRUCTIONAL OBJECTIVES 289

INSTRUCTIONAL OBJECTIVESCONTENT 289

CONTENTA Look Ahead

Federal Involvement Airways

Federal Aviation AdministrationFederal Highway Administration

HighwaysRigh-of-Way Agents

National Highway Traffic SafetyAdministration

SlJDENT LEARNING ACTIVITIES 292

Federal Railroad AdministrationAccess and Right-of-Way


STUDENT LEARNING ACTIVITIES 280RLSOURCES 293


RESOURCES 281

276

264

Section 8

TRANSPORTATION

SERVICES


INSTRUCTIONAL 1. Ability to describe transportation management in terms ofOBJECTIVES its major goals and purposes.

2. Ability to identify the major transportation systems forwhich transportation managers are responsible.

3. Ability to discuss the major challenges confronting trans-portation managers.

4. Ability to list at least four reasons why national trans-portation policies and procedures are necessary.

CONTENT Transportation Management. The field of transportation manage-ment has to do with society's attempt to find answers to suchquestions as:

What will happen if we don't have uniform trafficsigns, roads, or procedures for our traffic control?

Suppose we have more automobiles than our roads canhandle?

What if they made an unsafe car?

Transportation management is concerned with reducing the haz-ards and inefficiencies of congestion in surface and air pas-senger cargo flow systems. Usually such work is done by thefederal government, but some aspects may be performed by stateagencies.

The provision of transportation management is the response ofthe federal government to a realization that someone must

265

assume the responsibility for coordination and policies of var-ious transportation systems.

Transportation agencies offer "indirect" services, such as ad-vice or guidelines; they also provide policy and rigid regula-tions. Actually, the two types of services are seldom entirelyseparate. For example, organizations or state agencies oftenneed considerable advice as to the need for construction ofnew highway systems. In addition, they require clear specifi-cations or policies concerning road construction, signs, etc.,to ensure that the roads, when built, will be compatible withroads of other states.

Background. As early as 1805, Albert Gallatin (then U.S. Sec-retary of the Treasury) proposed establishment of a federaltransportation agency. While there were then no automobiles,airplanes, or even bicycles, the complications of public travelwere already a national headache.

The idea surfaced in Congress regularly, but inconclusively,from 1874 until 1966. Meanwhile, land, air, and sea transpor-tation developed independently, with only casual interrelation-ships. In 1966 Congress acted, creating for the first time onedepartment to oversee all transportation activities in the na-tion.

Goals of Transportation Management. Whether at the state orfederal level, transportation management has similar purposes.These may be stated as the needs to:

ODevelop state and national transportation policies and

programs conducive to the provision of fast, safe, effi-cient, and convenient transportation at the lowest costconsistent therewith and with other national objectives,including the efficient utilization and conservation ofthe Nation's resources ;

o Assure the coordinated, effective administration of thetransportation programs of the federal and state govern-ments;

o Facilitate the development and improvement of coordinatedtransportation service to be provided by private enter-prise to the maximum axtent feasible;

O

Encourage cooperation of federal, state, and local govern-ments; carriers; labor; and other interested parties to-ward the achievement of national transportation objectives;

0Stimulate technological advances in transportation;

X78

266

° Provide general leadership in identification and solutionof transportation problems;

° Develop and recommend to appropriate legislative bodiesfor approval state and national transportation policiesand programs to accomplish these objectives with full andappropriate consideration of the needt of the public,users, carriers, industry, labor, and the national defense.

The Challenge for Transportation Management. The vitality ofthe nation - its productivity, progress, and protection - restsin large measure upon its transportation system.

In a recent year, rail, truck, pipeline, waterway, and air car-riers moved approximately 1 trillion, 750 billion ton-miles ofintercity freight. Private and public carriers totaled atleast 120 billion passenger-miles in intercity travel. And,within the cities, all that traffic merged with millions ofdaily commuter trips to fray tempers, clog streets, and createnew parking problems.

Between 1970 and 1980, the total capacity of the transportationsystem must double if demand continues at its current rate.

Requirements. To repeat in ten years the accomplishment ofthree centuries is challenge enough. Yet that is an understate-ment of the total problem. Traditionally, the federal govern-ment has directed its efforts and expenditures primarily towardnational situations, leaving city problems for local solution.The growing rural-to-urban trend predicts that by 1975 morethan 75% of an estimated Population of 21n millinn willcentrated in urban areas - with about 150 million people living

and working in three metropolitan corridors. Transportation in

the cities has become a national problem, and most cities are

asking for help. Not just the increased need for mobility in

areas where land is at a premium: but air pollution; noise;

traffic congestion; destruction of neighborhoods by freeways;inadequate transport for the underprivileged, the aged, and thehandicapped; frustrating, and costly delays in transfer betweenmodes of passengers, baggage, and cargo; and improved safety;all cry for priority handling.

Safety Needs. Throughout the transportation system, accidentsare taking a costly toll. On our highways alone, over 1,000people are killed each week, and 10,000 are injured every day.In addition, economic losses exceed one billion dollars a month.And Americans are buying automobiles at the rate of about 10million a year.

Future Needs. Tremendous tasks and challenges confront trans-portation managers in public service, and these must be solved

279

267

in the near future: development of a coordinated transporta-tion system responsive to the economic, social, political, anddefense needs of the Nation - with improved safety on all seg-ments; sponsorship of accelerated research and development to

meet the challenge ahead; a new approach to transportation inthe cities as a service of all the people living there; facil-

itation of the movement of people and goods between modes; anddoubling the transport capacity without adversely affectingthe environment or destroying natural resources.

Intermodal Transportation. As the volume of personnel andgoods transported increases, and the time permitted for trans-portation decreases, the problems of the shipper and individualtraveler become more complex, especially when they must usemore than one transportation system between origin and desti-nation.

Development. Some companies have begun to provide shipper-to-receiver service utilizing more than one transportation system.The Railway Express Agency was an early pioneer in this field;transferring them to railroad cars, transporting them to thedestination city, and, finally, delivering at the destinationby wagon.

This early door-to-door service expanded: first to truckfreight lines; then as the highways became more crowded, truck-trailers picked up the goods; and trailers were loaded on rail-road cars for movement to another city, unloaded, and connectedto another truck and driven to the receiver. Finally, thetrailers were built with trailers with removable wheel assem-blies, so that only the trailer box with its load is now car-ried on the train.

Steamship lines, plagued with damage and loss of cargo and de-'7 in loading, adopted the truck-trailer system and eventuallydeveloped ships designed for this type of cargo. The truck-rail-ship systems moved toward Intermodal Transportation - theefficient and safe movement of people and goods from origin todestination on more than one mode of transportation.

Airlines are also concerned with door-to-door delivery of peo-ple. In Washington, D.C., Dulles Field provides mobile loungesto move people from the flight line to the terminal, reducingwalking to a few steps. Seattle, Washington, provides baggagetransporters in the parking garage to permit the passenger togo directly to the parking place and thus reduce congestion atthe terminal entrance. Cleveland, Ohio, connected its airportterminal to the downtown center with a system of high speedelevated trains, and Los Angeles is investigating a systemwhich would pick up passengers by bus, and then transport thebus to the airport by helicopter.

284i268

Future Trends. All of this interchange of work between thetransportation systems is leading to more interchange of per-sonnel, and evaluation of the Intermodal Transportation Systemas the system of the future. As this system evolves, experi-ence in jobs in one of today's transportation systems will be-come more readily transferable to another system, with employ-ment fields falling into such- categories as' -Data-Management,

Distribution, Environmental, Maintenance, Management, Market-ing, Passenger, Regulatory, Safety, and Systems Planning Ser-vices.

STUDENT 0Discuss how each of the transportation systems affects

LEARNING daily life in your community.ACTIVITIES

View films Transportation Today, and Transportation In theModern World.

OPrepare a list of local and state agencies or organizationswhich are involved in transportation management.

o Discuss the relationship and function of transportationmanagers at the federal level with the transportation in-dustry.

TEACHER 0 Discuss with students questions similar to the following:MANAGEMENTACTIVITIES Why do we require coordinated policies and

standards in transportation?

Who should be responsible for transportationmanagement?

Why is transportation management such a problem?

O Arrange for speaker from a local or state transportationmanagement agency to present an overview of the agency'swork.

o Obtain and make available to students books, brochures,etc., concerning the field of transportation management.

RESOURCES Occupational Outlook Handbook, Department of Labor, Bureau ofLabor Statistics, U.S. Government Printing Office, 1972-73.

Transportation Today, Coronet Films, (Filmstrip, 50 frames,color), 1970.

Transportation in the Modern World, Coronet Films, (Film, 11min., Black and White or color), 1970.

281269

You Can Work in the Transportation Industry, Betty WarnerDietz, John Day Co., 1969.

U.S. Transportation Systems, Denoyer-Geppert, (Map), 1969.

Transportation and You, Rand McNally, 1965.

Systems Work Together, Coronet Films, (Sound, Filmstrip, 50frames, color), 1970.

Transportation, Where Do We Go From Here?, Guidance Associates,(Film, 19 min., color discussion guide), 1972.

...

282270

Unit 2 Management, Organization, and Role of MajorTransportation Agencies

INSTRUCTIONAL 1. Ability to identify the major federal departments and/or

OBJECTIVES agencies concerned with transportation management and regu-lation.

CONTENT

2. Ability to describe the role of selected departments and/oragencies in the area of transportation management of inter-est to him.

Federal Involvement. In one of the most complex reorganiza-tions attempted in federal government, the Department of Trans-portation (DOT) in 1967 brought under one administrative roofsome 100,000 people from more than 30 governmental units. Theorganization of DOT is unique in that several operating admin-istrations are assigned responsibility for specific modal oper-ations, serving all four major modes of transportation.

Federal Aviation Administration (FAA)

Air traffic control is a major function of FAA, involving nearlyhalf of the agency's 50,000-plus employees. These highly-trained

specialists staff 27 air route traffic control centers, 335airport control towers, and 350 flight service stations in theUnited States and its possessions.

Maintaining the radars, communications, equipment, ground navi-gation aids, and other elements of the system requires an addi-tional 10,000 technicians and engineers.

In order to keep pace with the rapid growth of aviation, FAA ispresently implementing a computer-based semi-automated air traf-fic control system at all of the enroute centers serving thedomestic United States and at all major terminal facilities.

283271

Personnel and Plane Capabilities. FAA's responsibilities inthe air safety area are not confined solely to air traffic con-trol. The agency also must pass on the competence of everypilot, and the airworthiness of every aircraft. This involvesmonitoring the day-to-day activities of some 720,000 pilots and133,000 aircraft.

The agency's involvement in aircraft certification begins withthe approval of the initial blueprints and specifications. Ex-tensive ground and flight tests follow. When these are success-fully completed, the agency issues a Type Certificate indica-ting that the aircraft has met all FAA standards of construc-tion and performance. Following this, the Production Certifi-cate attests to the manufacturer's ability to duplicate thetype design. Then, every aircraft that rolls off the assemblyline must earn its own individual Certificate of Airworthiness.

Once an aircraft starts flying, FAA is concerned with its oper-ational safety - who is qualified to do maintenance work, andwhere and how it is done. FAA establishes airline maintenanceprograms and certificates repair stations that perform the re-quired periodic checks on general aviation (i.e., private) air-craft.

In addition to pilots, this organization certificates aviationmechanics, parachute riggers, ground instructors, aircraft dis-patchers, flight navigators and engineers, and air traffic con-trollers. Flight, ground, and mechanic schools must also beapproved by the agency.

Landing Facilities. FAA also fosters the construction and im-provement of civil landing facilities under a new program au-thorized by the Airport and Airways Development Act of 1970.Signed into law by President Nixon on May 21, 1970, the Actwill raise an estimated $11.5 billion during the decade of the1970's through new and higher taxes on airspace users. Themoney will be funneled into a special aviation trust fund tobe available for airport and airways development projects, andfor the operation and maintenance of the system.

Environmental Protection. Another important FAA concern isthe protection of the environment. The agency has alreadyadopted regulations setting maximum noise limits for the newgeneration of wide-body aircraft, which are significantly be-low those for previous large jets. Similar rule making is inprogress that would be applicable to the current jet fleet,future supersonic transports, and vertical and short takeoffand landing (V/STOL) aircraft. In addition, FAA has initiatedregulatory action to limit aircraft engine emission, and isparty to an agreement with the U.S. airlines whereby they haveagreed to place smoke reduction devices on short-haul jets nowin service.

284

272

Security. The FAA is also responsible for air transportationsecurity, and has initiated an aggressive program to combat themenace of aerial piracy. Other activities include the opera-tion of National and Dulles airports serving the Nation's Capi-tal, as well as the operations of one of the world's largesttechnical training centers at Oklahoma City.

Research and Development. The FAA supports all its activitieswith extensive research and development efforts, much of whichis done at the agency's National Aviation Facilities Experi-mental Center (NAFEC) in Atlantic City, New Jersey, and at thenew DOT Transportation Systems Center in Cambridge, Massachu-setts. Flight safety in the Jet Age is a very demanding job,and the problems already resolved are only an introduction tothe challenges that lie ahead.

Federal Highway Administration (FHWA). Under our federal sys-tem of government, the primary responsibility for planning,designing, building, maintaining, and operating the publicly -owned highway facilities lies with the various states and theirlocal subdivisions. Because of the national interest in high-way improvement, the federal government has, since 1916, as-sisted the states through a cooperative roadbuilding partner-ship.

The federal-aid highway network comprises some 900,000 miles ofprimary and secondary routes and their urban extensions. It

covers only one-fourth of all the road and street mileage inthe nation, yet carries over two-thirds of all the traffic. The

program is administered by the Federal Highway Administration

successor agency to the long-established Bureau of Public Roads

(BPR). Federal funds derive from highway user taxes.

A vital part of the primary system is the National System ofInterstate and Defense Highways, the largest civilian publicworks project in history. Begun in 1956, it is scheduled forcompletion in the late 1970's. This 42,500-mile nationwidenetwork of controlled access freeways will carry 20% of thecountry's traffic - and statisticians figure that when it iscompleted more than 1.8 million man-years of labor will havegone into its construction.

Interstate highways are providing the motorist with faster,safer, more efficient, and more comfortable travel. Comparisonwith the safety records of older roads indicates that the com-pleted system will save 8,000 to 8,500 lives a year.

Urban Systems. The Federal-aid Highway Act of 1970 authorizeda new federal-aid urban system. This gives local governmentalunits help in financing construction of the major streets and

285

273

highways required to carry bus, truck, and auto traffic in ourcities and suburbs.

iluxitiary Goals. The social and environmental effects (as wellas the economic aspects) of highway improvements receive con-stant consideration.

The 1970 Act authorizes a program to train the disadvantagedand bring them into the job market as skilled highway construc-tion employees. It reactivates the highway beautification pro-gram and places new emphasis on billboard and junkyard control.It-.sets environmental protection guidelines to supplement on-going programs within DOT and the states. And it strengthensthe existing requirement that federal-aid funds will not bemade available for any highway improvement until proper re-::placement housing is assured.

Coordination in Planning. Highway improvements are coordinatedwith intermodal transportation planning (as discussed in Unit1), and resources of the highway program are available to as-sist public transportation through preferential treatment forbuses during rush hours on urban freeways, and through con-struction of fringe parking facilities and bus loading areas.Traffic operations improvements increase the capacity and safe-ty of urban streets, thereby reducing the need for new construc-tion in built-up areas.

Planning requirements are also designed to ensure that highwayimprovements contribute to achieving community goals and arecompatible with planned land use development. Multiple use ofhighway rights-of-way is encouraged, so that a highway projectcan be the means of meeting other community needs - for parking,recreational, commercial, or even housing facilities.

Highzzy Safety. The FHWA and the states carry on continuousig way safety campaigns - to engineer more safety into the

highways themselves, to correct accident-prone locations anddangerous railroad grade crossings, to replace potentially un-safe bridges, to eliminate roadside hazards by such innovationsas breakaway sign supports and lamp standards, and to improvehighway lighting.

FHWA's Bureau of Motor Carrier Safety has jurisdiction over thesafety performance of some 125,000 motor carriers engaged ininterstate or foreign commerce. Its field forces check on driv-er qualifications and their hours of service on the road, ana-lyze accident reports, make carrier and vehicle inspections,control the movement of dangerous cargoes such as explosives,and conduct demonstration clinics on safety.

National Highway Traffic Safety AdministrationINHTSC While

,286274

the Federal Highway Administration is responsible for safetyof the highways, the balance of the program - safety of vehi-cles, drivers, passengers, pedestrians - comes under the newNational Highway Traffic Safety Administration.

Its mandate - to reduce highway fatalities and injuries - stemsfrom the National Traffic and Motor Vehicle Safety Act andthe Highway Safety Act, both passed by Congress in 1966. Re-

sults of this legislation, which also established the NHSB,have been impressive. For the five preceding years the aver-age annual increase in highway deaths was 6.8 percent. For

1967, 1968, and 1969,the average annual increase hovered around2.1 percent. But the tremendous increase in miles driven keptthe actual casualties mounting. In 1969 highway accidents cost56,400 lives, more than 2 1/2 million injuries, and over $12billion in economic losses.

Operational Programs. The safety Administration operatesthrough four principal channels:

O Highway Safety Program Standards - for adoption by theindividual states and local communities - setting perfor-mance level programs in such areas as motor vehicle inspec-tion, driver education, driver licensing, motor vehicleregistration, alcohol countermeasures, traffic codes andlaws, emergency medical services, and other programs deal-ing with the driver and highway traffic.

O More than 30 Vehicle Safety Performance Standards - im-posing minimum performance requirements for vehicle com-ponents vital to safety on all manufacturers of motorvehicles and vehicle equipment supplying the United Statesmarket, regardless of country of manufacture. These coversuch items as seat belts, collapsible steering columns,brakes, and tires.

O Public education programs - to help people help themselvesto stay alive on the highways.

O A research program which, combined with a continual studyof accident data, forms a basis for issuance of new or re-vised standards.

The Safety Administration exercises strong regulatory powersand this authority encourages compliance with its standardsboth by the states and the manufacturers. As a safeguard, allnew state safety standards must be submitted to Congress forapproval 90 days before they are put into law.

Auxiliary Programs. Three programs with high priority in theearly 1970's cover crash survivability, alcohol countermeasures,and experimental safety vehicles.

.287

275

The Crash Survivability Program is a scientifically-basedeffort to develop vehicles that will protect occupants fromdeath or serious injury through the range of the most fre-quent crash speeds. Experience has shown, for instance,that seat belts and shoulder restraints will save lives andreduce injury. But, unfortunately, too- many people won'tbother to use them. This program includes evaluation ofsuch passive restraints as air bags, self-fastening belts,and crash-deployed nets or blankets - devices that willautomatically absorb crash forces and protect occupantsfrom injury.

The Alcohol Countermeasures Program recognizes that halfthe highway deaths each year are caused by excessive con-sumption of alcohol by drivers and pedestrians. The Safe-ty Administration has underway a comprehensive program toinform the general public, and to guide and assist thestates and local communities in dealing with the problemdrinker who drives.

The Experimental Safety Vehicle Program relates to the de-velopment of experimental safety vehicles. These labora-tories on wheels are being designed to meet tough safetycriteria. They will be put through a testing program togive the government fundamental research data on which tobase more effective vehicle standards in the future - stan-dards that should eventually give us cars that will permitoccupants to walk away from crashes at 50 miles per hour,and rollovers at 70 miles per hour. Since imports alsohave to meet our federal standards, Germany, Japan, andother countries are developing similar smaller experimentalsafety vehicles under cooperative international agreementswith this country.

Federal Railroad Administration (FRO. The average consumerlittle realizes how dependent he is upon railroad service.Railroads carry three-fourths of all coal, a source not onlyof heat but of pcwer. In addition to such other bulk and rawmaterials as ore and grain, their traffic includes:

O46% of meat and dairy products

O74% of canned and frozen foods

O71% of household appliances

O76% of automobiles and automobile parts

O78% of lumber and wood

O40% of furniture

O63% of chemicals

O

68% of primary metal products, andO

86% of pulp and paper.

Yet the percentage of total traffic hauled by the railroads

288

276

has been declining in recent years, and many companies areexperiencing serious financial difficulties.

During the 1960's the number of passenger trains in service inthe United States declined from 1,500 to fewer than 400. Ingeneral, the quality of service suffered an even more serioussetback as railroads, struggling to stay solvent, tried tophase out unprofitable passenger operations. Yet experimentssuch as the Metroliner service between New York and Washingtonindicated that the public definitely wanted modern rail ser-vice.

Goals. Reflecting these statistics, the Federal Railroad Ad-ministration has, as part of its work, to help identify therole of railroad freight and passenger service in a balancedtransportation system, and to assist in the evolution of gov-ernment policies and programs appropriate to that role.

The FRA is looking for answers to longstanding, industrywideproblems through such channels as major research effort intothe perennial problems of freight car shortages; establish-ment of two task forces of rail labor and management to pro-vide a continuing forum through which they can work togetherto solve key internal problems; a 5-year program to reducegrade crossing accidents; active sponsorship of legislationsuch as the Rail Passenger Service Act and the Federal Rail-road Safety Act of 1970 directed toward specific problem areas.

The National Rail Passenger Service Act of 1970 provided forestablishment of a basic rail passenger system run by a COMSAT-type corporation that will devote its efforts solely to provid-ing optimal passenger service. This will give Americans andforeign tourists a chance to show whether they really will usepassenger train service. It also permits participating rail-roads to concentrate more of their available resources on im-proved freight operations.

The Rail Safety Act spells out the responsibilities of the Sec-retary of Transportation for rail-related safety, and broadenshis authority to meet these responsibilities, particularly asthey involve transport of hazardous materials and improvementof grade crossing safety.

Derailments have more than doubled in the last decade. Thegrowing volume of hazardous materials - chemicals, explosives,and highly volatile fuels -. being transported by rail increasesthe potential for disaster. The new Act authorizes a rail safe-ty research program and establishes a central, round-the-clocksafety information and reporting system.

Programs. The FRA is also responsible for the operation ofthree on-going programs: the Bureau of Railroad Safety, the

280

277

Office of High Speed Ground Transportation (OHSGT), and theFederally-owned Alaska Railroad.

The Bureau of Railroad Safety implements and enforces all railsafety regulations , investigates railroad acci dents , and stud-

ies all areas of railroad safety. It identifies major programs,

and determines how and where regulatory action can contributemeaningfully to safer railroad operations.

About two-thirds of fatalities involving trains or train ser-vice are attributable to collisions at crossings - and thedeath-to-injury ratio in such accidents is an awesome 1,500to 3,000. The FRA and FHWA have underway an intensive programto reduce hazards and accidents at the more than 225,000 publicgrade crossings on Class I and Class II railroads.

The Office of High Speed Ground Transportation has, as a pri-

mary concern, the maintaining of mobility in those regions wherepopulation growth threatens to overtax existing and plannedtransportation facili ties . The program's basic objective isto develop systems capable of moving large numbers of peopleat high speeds with an economical use of space.

In its early years, OHSGT focused on developing methodolOgyand other planning tools for solving identifiable transporta-tion problems, particularly as exemplified in the NortheastCorridor. With the transfer of this planning function to theOffice of the Secretary in 1970, OHSGT shifted its focus tohardware - to ways and means of accomplishing its objectivethrough i mprovements i n transportation technology .

The experimental high-speed Metroliner service between New Yorkand Washington, D.C., and the Turbotrain service between NewYork and Boston, continually test feasibility of new conceptsboth in technology and in passenger service. Department-owned,

self-propelled rail test cars, instrumented to collect trackdata for computer evaluation, periodically inspect the demon-stration trackage. This surveillance leads to improved safetyand better ride quality.

There are many advantages to conducting running tests of somedevelopmental systems in a test facility rather than in an oper-ational setting such a busy rail line. A high speed groundtest center is therefore being developed on a 30,000-acre sitenear Pueblo, Colorado. Here the quiet, pollution-free LinearInduction Motor (LIM), a Tracked Air Cushion Research Vehicle(TACRV), an automated highway system, experimental hybrid busesand trucks, and other innovative ideas and designs, will under-go controlled testing to determine their feasibility and adapt-ability to tomorrow's transportation needs. Eventually facili-ties will be available to test suspended vehicle systems andtube vehicle systems.

'' 290

278

Research at the planned rail dynamics laboratory should resultin improved designs for track and for freight and passengercars. OHSGT is also working with the Urban Mass TransportationAdministration in developing a special track to test transitequipment and systems.

Much of the research at the center will benefit conventionalas well as high speed rail systems and many projects will con-centrate on improved railroad safety.

The Railroad's Future. Present forecasts indicate that therailroad industry will be expected to increase its freighthaulage by 30% in this decade - to more than one trillion ton-miles annually by 1980. This will require a concentrated ef-fort by government agency transportation managers to keep therailroads healthy.

Access and Right of Way. When health, welfare, or other cir-cumstances necessitate the use of land for public purposes,governmental agencies acquire the land rights as needed. Pub-lic utility companies, railroads, or state and federal govern-ments may require the use of private land to bring their ser-vices or products to consumers.

Fee Right-oft-Way Land that will be utilized completely may bepurchased outright. This is known as a "fee right-of-way" insuch cases as highways or storm drain construction; it is termeda fee purchase for all non-right-of way uses, such as li-braries, utility stations, service yards, and similar uses.

Easements. Rights of way are also secured in "easement." Aneasement is a lien on land, permanent or temporary, which givesto the grantee a portion of the rights of the property owner.Easements are usually obtained for electric transmission ortelephone lines, or for oil, gas, or water pipes, and are placedso that the owner retains restricted use of his property.

Public transportation organizations frequently obtain easementswithout payment because the installation of pipes or power linesare of direct benefit to the property owner. When transformertowers, large pipes, or long distance telephone facilities pre-vent an owner from fully utilizing his property, a right-of-wayagent negotiates for its purchase or for payment for the de-sired easement. Market value of the permanent or temporaryeasement is usually paid in such circumstances.

Right-,ohrilay Agents. A right-of-way agent negotiates with theowners or their representatives for the purchase of their prop-erty or for the right to use it, The route of a highway, road,or other facility is determined after a thorough study by en-gineering and right-of-way personnel, who supply maps and

)0.291279

engineering descriptions for the proposed project. Appraisersthen establish a fair market value of the property along theroute. The right-of-way agent obtains the names of landownersand determines the legal status of the property from officialrecords. He must clear the title of encumbrances of all kinds.He interviews the owners and holders of encumbrances of eachparcel of property along the proposed route, and explains hisagency's plans and their effect on the landowner.

Even after a suit has been filed, an agent usually continuesnegotiations until the time of the court hearing. Companieswhich do not have the power of condemnation have only the alter-native of a change of route if the efforts of the right-of-wayagent are unsuccessful.

options. The original settlement made with the owner will of-ten be in the form of an "option," an agreement to sell theland or grant an easement at a stated price within a specifiedtime limit. Such a provision is desirable in the event theagency or company is forced to change plans. An agent usuallyhas little discretion concerning the purchase price, and someadministrators are convinced that the offer should not deviatefrom the appraised value. However, in other instances, theowner's counterproposal may be accepted if facts can be shownin justification, such as valuation data not fully consideredin the original offer.

Encumbrances. If property is mortaged, leased for oil explora-tion, or growing of crops, or has some other encumbrance, theright-of-way agent must also negotiate with the mortgage orlease holder or other interested parties. Some organizationssecure exclusive easements, but it is common for two or moreutility companies to share an easement, and for right-of-wayagents for various companies to work closely with one another.When an agreement has been reached, the right-of-way agentsecures the signatures of the principals and prepares escrowinstructions. Some agencies have their own procedural routinesin lieu of escrow.

Post - Negotiation E)forts. In some organizations, the responsi-bility of the right-of4ay agent ceases after he has negotiatedthe right -of -way and completed the necessary documents. In

other agencies or firms, the agent follows up on complaints ofdamage from construction activity. Some right-of-way agentsmanage property acquired by their employer. Others may sellproperty or issue quitclaim deeds for that which is in excessof needs.

STUDENT ° List the major federal departments concerned with transpor-LEARNING tation management, and compare the predominant concerns andACTIVITIES duties of each group.

292280

o Write a short summary of the occupational groups foundin one of the transportation management agencies.

o List at least three federal and state transportation man-agement agencies and describe their main functions.

o Compare the responsibilities of the agencies which arepart of the Department of Transportation with those youfeel are important to attainment of a national transporta-tion policy.

TEACHER ° Arrange for visit by a public service transportation man-MANAGEMENT agement person.ACTIVITIES

o Request that students collect materials and informationon the function and duties of workers in the field oftransportation management.

RESOURCES U.S. Department of Transportation - Facts and Functions, De-partment of Transportation, U.S. Government Printing Offite,1971.

The First Three Years: Why There Is A Department of Transpor-tation and How It Was Organized, Alan L. Dean, U.S. Departmentof Transportation, Office of the Secretary, 1970.

FAA What It Is: What It Does, U.S. Government Printing Office,1972.

A Picture Story of the FAA, Federal Aviation Administration,1971.

Trans ortation: Air Transportation, Herbert M. Elkins, (Film-strip , 1969.

Transportation: Airplanes and Helicopters, Herbert M. Elkins,1Filmstrip1;7969.

Transportation: Air lanes and Helicopters At Work Herbert M.Elkins, 1 mstrip , 69.

Our Shrinking World: Jet Pilot, Encyclopedia Brittanica,(Film, 17 min., Black and White), 1969.

The Story of Safety In the Sky, U.S. Federal Aviation Adminis-tration, (Cartoon Booklet), 1970.

Railroads, Charles E. Merrill, 1969.

Transportation by Water, Eye Gate House, (Sound, Filmstrip,.color), 1970.

293281

Water Transportation, Curriculum Materials Corporation, (Film-strip, color), 1969.

Transportation: America's Inland Waterws, Coronet Films,(Film, 14 min., Black and White and Color)ay , 1970.

Transportation on Water, Eye Gate House, (Sound, Filmstrip,color), 1970.

Water Transportation, Eye Gate House, (Chart), 1970.

Water Systems, Coronet Films, (Sound, Filmstrip, 50 frames,color), 1970.

294282


INSTRUCTIONAL 1. Ability to describe the major duties performed by workersOBJECTIVES in transportation management.

2. Ability to compare and contrast the general duties ofworkers in transportation.management.

3. Ability to make a list of the typical jobs that exist intransportation management and describe the duties performedin at least six of the jobs.

CONTENT Commonality of Jobs. Most jobs in transportation managementare identical to jobs in industry. Likewise, many identicaljobs are found in each of the four major transportation systems.In the past, while there was some movement of personnel fromindustry to public service within a particular transportationsystem, there was little mobility between transportation sys-tems. Thus if the railroads were reducing personnel, the em-ployee found it difficult to move into a job requiring essen-tially the same skills in another transportation system. Toget work the employee either reverted to an entry level jobin the new system, or obtained employment outside the transpor-tation industry.

Function and Duties of Workers. This unit contains brief de-scriptions of the major functions and duties of workers in thefield of transportation management. Some of these descriptionsare rather narrowly confined to one area of work, but where itis feasible to do so, one or two descriptions are written tocover a general area encompassing several related positions.

As noted earlier, transportation management (outside work doneby state police) is largely a federal activity. While concen-trated at the federal level, its size and complexity is enormous.

283

295

Airways Job Family

Air Ma c Controllers are the guardians of the airways. Theseemp oyees of the Federal Aviation Administration (FAA) give in-structions, advice, and information to pilots by radio to avoidcollisions and minimize delays as aircraft fly between airportsor in the vicinity of airports. When directing aircraft, traf-fic controllers must consider many factors, including weather;geography; the amount of traffic; and the size, speed, andother operating characteristics of aircraft. The men who con-trol traffic in the areas around airports are known as "air-port traffic controllers"; those who guide aircraft betweenairports are called "air-route traffic controllers."

Ai ort Traffic Controllers are stationed at airport controltowers to give all pilots within the vicinity of the airportweather information, and take-off and landing instructions,such as which approach and airfield runway to use, and when tochange altitude. They must control simultaneously several air-craft which appear as tiny bars on a radar scope. They talk onthe radio first to one and then to another of the pilots ofthese planes, remembering their numbers and their positions inthe air, and give each of them different instructions. Theseworkers also keep records of all messages received from air-craft and operate runway lights and other airfield electronicequipment. They also may send and receive information to andfrom air-route traffic control centers about flights made overthe airport.

Air-route Traffic Controllers are stationed at air traffic con-trol centers to coordinate the movements of aircraft which arebeing flown "on instruments." They use the written flight planwhich are filed by pilots and dispatchers before the aircraftleaves the airport. To make sure that aircraft remain on coursethey check the progress of flights, using radar and other elec-tronic equipment and information received from the aircraft,other control centers and towers, and information from FAA orairline communications stations.

Flight Service Station Specialists employed by the FAA do somework similar to that of airline ground radio operators and tele-typists. They use radio-telephones, radio-telegraph, and tele-type machines in their work. Some operators may use a radio-telegraph to transmit written messages. Radio operators occa-sionally may make mind repairs on their equipment. Teletypiststransmit only written messages between ground personnel. Theyoperate a teletype machine which has a keyboard similar to thatof a typewriter.

An airport's facilities, with its resident shops, operatingareas, and service facilities, becomes a major center of employ-ment in the community.

284

21.6

Airport Design and Operation is generally performed by a publicservice agency, while construction is by contract. Facilitiesengineering, management, and housekeeping tasks ranging fromcustodial duties to fire fighting are performed by public ser-vice employees. Parking facilities, an important source of rev-enue for operation of airports, may be operated by contractors

after design and construction as a part of the airport terminal.

Airport Planning. Traffic engineers, urban planners, financialand real estate specialists, civil engineers and environmentalspecialists are involved with community leaders, business groups,and property owners in early planning and development of an air-port. The design specialities of architects, draftsmen, design-ers, surveyors, and specification writers reduce the conceptsto drawings and descriptive material, and the public relationsspecialist keeps the public informed of progress.

Airport Construction. Construction of an air transportationcenter involves virtually all of the construction trades, to-gether with landscape architects, gardeners, security police,and safety inspectors who combine forces to build and checkout a small city. Operation of this complex involves hundredsof different skills. A major airport may provide employmentfor tens of thousands of employees with hundreds of these beingemployed by the airport administration, a public service agency.

Highways Job Family

Regulation of roadway routes is by governmental agencies, in-cluding regulation of access, loads, vehicles, and operators.There is a close working relationship with law enforcementagencies in this activity.

Planning and Design. Traffic engineers, transportation planners,and civil engineers lead the team which plans, designs, and con-structs highways, roads and streets. Photographers provide aer-ial photographs to draftsmen and data processing personnel wholay out the route. Real estate appraisers and specialists ne-gotiate for property on the right of way and public informationspecialists advise the community of developments.

Supporting services are provided by architects, landscape archi-tects, environmental engineers, safety engineers and cost esti-mators. Materials test laboratory technicians or engineeringaides prepare and test soils and materials samples.

Operation. The transportation agencies keep close watch overoperations of the system through traffic counters, trafficrecords specialists, and road safety specialists. Traffic en-gineers evaluate operations to develop information for use infuture designs.

285

.297

Public service agencies in the transportation system use agreat variety of both general and special purpose vehicles andequipment. Automobiles, trucks, snow plows, paving machines,and center-line striping vehicles are but a few. Drivers,equipment operators, mechanics, parts clerks, vehicle dispatch-ers, data processing personnel, and accountants are a few'ofthe types of personnel involved in operations.

Traffic Control. Controls for highway transportation systemsmust provide information to the traffic control centers anddirections to the operator, but at the same time must be de-signed to present a minimum hazard to moving vehicles. Re-search is conducted in both state and federal laboratories onsigns, traffic sensors, barriers, computer devices, and otherequipment by research teams which include engineers, laboratorytechnicians, drivers, instrumentation technicians, photogra-phers, and draftsmen.

Electrical and electronic technicians and engineers developand maintain signal and communication systems. Helicopterpilots monitor traffic flow along busy routes and provide ad-vice to motorists by radio.

Rate Regulation. Public service personnel are also involved inregulation of loads carried to establish permissible tariffrates; set weight and size limitations; and set requirementsfor handling, routing, and movement of hazardous materials.

Rate auditors, rate clerks, accountants, data processing per-sonnel, road and vehicle safety inspectors, and claims investi-gators are involved in this work.

Driver Regulation. Transportation management personnel are in-volved in examination and certification of operators to issuedriver permits; in investigation of accidents to determinecauses and recommend remedial measures, and in checking opera-tors for compliance with regulations.

The personnel involved in regulation of operators are frequentlyassigned to the state highway police organization and includevehicle operator examiner, examination center clerk, data pro-cessing center personnel, and accident investigators.

Railways Job Family

The size, complexity, and cost of the changes in railroad sys-tems to meet the new demands requires heavy involvement of thegovernment. Research and development for new track, and forpassenger and freight systems, involves Department of Transpor-tation personnel at all levels.

286

.298

While design and construction of the long-haul railroad facil-ities will continue to be dominated by the railroad companies,the design of passenger terminals and high speed passengersystems is mostly in the public service area. Passenger ser-

vice specialists, urban planners and right of way specialistscontribute input concerning the needs of passengers and of thecommunity. Needs are converted into designs for new routes andterminals.

As the mass urban transit and high speed long-haul systems ex-pand, the public service area becomes more involved in rail-road control systems for railroads operated by regional govern-mental agencies.

Public service personnel will become increasingly involved withpassenger handling as the number of regional mass transit sys-tems expands. Rates must be evaluated and set, revenues col-lected and accounted, and systems paid off.

Public service personnel are operating or directing operationsof a large part of the rail passenger traffic in the U.S.A.;either directly, or through contracts with the railroads. Thetraining, certification, and direction of operators and sup-porting personnel is an increasing area of responsibility.

Traffic Rate Clerks in public service usually work for theInterstate Commerce Commission (see Regulatory Services Sec-tion), or state public utilities commissions. They answerpublic inquiries, quote rates, interpret tariffs, and may helptraffic engineers in obtaining, classifying, and compilingdata.

STUDENT Visit a local airport and observe the typical duties per-LEARNING formed by air traffic controllers. Write a short summaryACTIVITIES on activities observed on field trip.

Talk to personnel officer at local airport or port facilityand ask questions about the jobs found in transportationmanagement and the duties the workers perform.

Discuss in small groups the functions and duties of workersin air traffic control, rate clerks, and highway safetyoccupations.

Prepare a short presentation on the positions found in oneof the major occupational groups in transportation manage-ment. Contrast the duties performed among the various jobfamilies.

287

299

TEACHER ° Invite speakers from the various job families or arrangeMANAGEMENT for students to visit transportation agencies and talk toACTIVITIES workers.

° Organize students into small groups for discussion offunction and duties of workers in transportation manage-ment.

° Collect and display materials on transportation managementavailable from the Department of Transportation, FederalAviation Administration or the National Aeronautical andSpace Administration.

RESOURCES Occupational Outlook Handbook, Department of Labor, U.S.Government Printing Office, 1972-73.

Highway Traffic Engineer, U.S. Federal Highway Administration,Tg71.

The Road to Your Success, U.S. Federal Highway Administration,1972.

Accountin Ma'ors In the Federal Hi hwa Administration, U.S.Federal Highway Administration, 1971.

300

288

Unit 4 Qualifications, Career Lattices, and EmploymentProspects

INSTRUCTIONAL 1. Ability to discuss the recommended qualifications of work-OBJECTIVES ers in public service transportation management.

2. Ability to evaluate his own qualifications, and comparethem with the qualifications required for entry level jobs.

CONTENT A Look Ahead. While systematic transportation management atthe state and federal level is relatively new, it still facestremendous challenges. We need to evolve a transportation sys-tem that as soon as 1990 will be expected to carry double to-day's passenger and freight load; and simultaneously, to unclogthe traffic arteries-of our cities. And to do so while re-ducing pollution and traffic noise, improving safety in allmodes, conserving open spaces and other natural resources? andgenerally enhancing the quality of life in America. To meetthis challenge, both local and state government will have greatneed for a variety of persons at the professional, paraprofes-sional, and skilled levels.

Airways. The field of air transportation management offersmany opportunities. There are currently over 170,000 positionsscattered throughout the government. This number is expectedto grow by approximately 8,000 each year.

Air Traffic Controllers. Total employment of air traffic con-trollers is expected to increase moderately through the 1970's,despite the greater use of automated equipment.

Additional air traffic controllers will be needed because ofthe anticipated growth in the number of airport towers thatwill be built to reduce the burden on existing facilities, andto handle increasing airline traffic. More airport controllers

289

301

also will be needed to provide services to the growing numberof pilots outside of the airlines, such as those employed bycompanies to fly executives.

Air Route Traffic Controllers. A number of additional airroute traffic controllers will be needed during the next fewyears to handle increases in air traffic. However, with theexpected introduction of an automatic air traffic control sys-tem and a further decline in the number of control centers,employment of air route traffic controllers is expected to mod-erate in the long run.

A few hundred openings will occur each year for controller jobsbecause of the need to replace those workers who leave for otherwork, or retire.

Personnel for all government air traffic controller positions-x .u' .tion. In addition to passing

a written test, the prospective controller must be employed inor have been employed at an appropriate tower, center, or anycombination of these facilities; or pass a written test with ahigher score and hold (or have held) one of the following: anFAA certificate as a dispatcher for a scheduled or irregularair carrier; an instrument flight rating; an FAA certificateas a navigator; or he must have been fully qualified as a Navi-gator/Bombardier in the Armed Forces.

A person who lacks these requirements must pass the writtentest with a higher score. In addition, he must have completeda four-year college course leading to a bachelor's degree; orhave had three years of progressively responsible experience in

administrative, professional, investigative, technical, or otherwork which would prepare an individual to enter into a positionof comparable responsibility; or have an equivalent combinationof the above education and experience. A year of academic studyis considered equivalent to nine months of experience.

Although most controllers are men, some women work at the centerand at local towers. The minimum age is 18 years, or 16 yearsif the candidate is a high school graduate. A few men over 50years of age are still working in this field, but one of theleaders speaks of air traffic control as a "young man's game."Anyone hired must pass a stringent physical and psychologicalexamination required by Civil Air Regulations. Traffic con-trollers must also pass an annual physical examination.

The controller needs a good memory and a high degree of mentalalertness. He should be able to make quick, independent deci-sions. He must be able to concentrate amid noise and confusion,and should not be easily disturbed by unexpected changes insituations. He should be emotionally mature and be able to workindependently, or in a small room filled with people.

290

.i)302

Public Service. While the FAA is currently the largest publicservice empToyer in air transportation, numerous other jobs ingovernment will emerge in the next ten years. Many of these

will be with local airports, or will relate to staffing localpublic service authorities' offices. These jobs deal withoperations, control, and regulatory services. Most positions

in air transportation, including ground radio operators, tele-typists, and managers, have a poor employment outlook duringthe decade of the 1970's.

While transportation management organizations require indivi-duals with many different skills, most positions outside thoseconcerned with airport facilities operation and law enforcementrequire a college degree. In some instances, experience in aspecific phase of the transportation industry may be substitutedin lieu of education.

Highways. The increase in highway construction has resulted inmany jobs. The Federal Highway Administration has a budget ofover 4 billion dollars a year, and is by far the largest orga-nization at the federal level concerned with roadways. Each

year the FHWA provides aid to local communities, conducts safetyeducation programs, holds demonstration clinics, and works withthe major motor carriers and their associations on transporta-tion safety. Their work is decentralized, and its employeesare employed in offices both large and small throughout theUnited States.

Most new employees of the Federal Highway Administration arecollege graduates majoring in business, engineering, or account-i ng.

The Highway Engineer Training Program is usually the entry levelfor engineering graduates. This program is 27 months long, andinvolves study and work in all phases of highway administration,including location, design, planning, construction, maintenance,traffic engineering, and safety. Trainees start at approxi-mately $8,000 per year, and advance to almost $13,000 by theend of training.

Accountants are also very much in demand by FHWA. Traineeposts are available as the first step in the career lattice.An auditor receives on-the-job training that will give practi-cal experience in the application of auditing principles andother duties. FHWA has a policy of periodically moving audi-tors from one geographic location to another.

Whether one enters the Auditor Training Program at a grade ofGS-5, or at the GS-7 level, advancement opportunities are basedupon performance and development. Automatic consideration for

promotion, once training is completed, is determined by competi-tive procedures under the Federal Highway Administration's Merit

291

1 t!003

Promotion Plan. All promotions are based upon demonstratedwork performance.

Right-of-Way Agents. At the state level, people with back-grounds as "right-of-way" agents are much in demand. An ini-tial duty of a newcomer to right-of-way work may be to servesummonses in condemnation cases, or to search public records.Under close supervision, he may obtain free easements, or se-cure small parcels of ground, especially unimproved land orsingle-family residences. As he gains experience, he negoti-ates for rights involving larger sums of money, as in the ac-quisition of commercial or industrial property. In the Divi-sion of Highways of the California Department of Public Works,he may be given responsibility for management of state -ownedproperty. During the period between acquisition of the right-of-way and clearance of the land when construction begins, hisduties include renting property, collecting rents, seeing thatthe property is maintained in good repair, and evicting tenantsfor nonpayment of rent.

It is most common in this area for an employee to specializein either appraisal or right-of-way acquisition. In some or-ganizations, notably the Division of Highways, a right-of-wayagent both appraises and negotiates, but he does not negotiatefor the same property he has appraised.

Some right-of-way agents work for independent concerns whichnegotiate for all types of agencies and companies. This mayinclude a small city which has no full-time appraiser or right-of-way agent, or an oil company which lacks sufficient staffto complete extensive negotiations.

Much of the right-of-way agent's time is spent away from hisoffice, consulting public records, inspecting property, orinterviewing owners or other interested persons. Some organi-zations furnish automobiles, while others provide a car allow-ance.

STUDENT ° Study file on statistics on the employment expectations ofLEARNING jobs in transportation management.ACTIVITIES

o Write a short comparison on employment expectations of jobsin transportation management.

o List the employment opportunities and entry level salariesfor public service transportation management workers inyour state.

o Discuss with other students jobs available in a job familyof your interest.

292

304

o Interview an air traffic controller who works in yourcommunity.

o Become an "aide" for a day to a person who is involved ata professional level in highway construction or management.

TEACHER ° Prepare and make available to students a file on statisticsMANAGEMENT and information on public service jobs in transportationACTIVITIES management.

o Arrange for an address by a representative of the personneldepartment of the Department of Transportation, FAA, orother similar organizations.

o Have students develop "typical" career lattices for publicservice jobs in transportation based on interviews withworkers.

RESOURCES Occupational Outlook Handbook, Department of Labor, Bureau ofLabor Statistics, U.S. Government Printing Office, 1972-73.

Intermodal Transportation Careers, E. J. Kirschner and Asso-ciates, 1971.

Aviation - Where Career Opportunities Are Bright, National Aero-space Education Council, (filmstrip and handbook), 1970.

Air Traffic Control Specialists, U.S. Civil Service Commission,Announcement 418.

Opportunities in Traffic Management, Carlton C. Robinson, Uni-versal Publishing and Distributing Corporation, 1967.

A Career in Traffic Engineering, Institute of Traffic Engi-neers, 1969.

293

r 305

Appendix A

LISTING OF

RESOURCE SUPPLIERS

295

3 06

Appendix A

RESOURCE SUPPLIERS

This appendix is a listing of suppliers of resources itemized at the end ofeach unit of the individual sections.

Aldine Publishing Company529 S. Wabash AvenueChicago, Illinois 60605

Amer. Assoc. of Elementary,Kindergarten, Nursery Educators

National Education Association1201 16th Street, N.W.Washington, D.C. 20036

American Assoc. of Junior Colleges1315 16th Street, N.W.Washington, D.C. 20036

Amer. Assoc., School Administrators,National Education Association,Publication Sales Section

1201 16th Street, N.W.Washington, D.C. 20036

American Correctional Assoc.Box 10176Woodridge StationWashington, D.C. 20018

American Educational Films34th Floor Suite777 3rd AvenueNew York, New York 10017

307297

American Federation of Teachers1012 14th Street, N.W.


American Forestry Association919 17th Street, N.W.Washington, D.C. 20006

American Institute of ArchitectsLibrary

1736 New York Avenue, N.W.Washington, D.C. 20006

American Institute of Planners917 Fifteenth Street, N.W.Washington, D.C. 20005

American Law Institute101 N. 33rd StreetPhiladelphia, Pennsylvania 19104

American Library Association50 East Huron StreetChicago, Illinois 60611

American Management Assoc., Inc.135 West 50th StreetNew York, New York 10020

American Mutual Life InsuranceCompany

Liberty BuildingDes Moines, Iowa 50307

American Personnel & GuidanceAssociation, PublicationSales Department

1607 New Hampshire AvenueWashington, D.C. 20009

American Society of PlanningOfficials

1313 East 60th StreetChicago, Illinois 60637

American Vocational Association1510 H Street, N.W.


Amidon, Paul S., and Associates5408 Chicago Avenue SouthMinneapolis, Minnesota 55417

Anderson, W. H., Company646-650 Main StreetCincinnati, Ohio 45201

Appleton-Century-Crofts440 Park Avenue SouthNew York, New York 10016

ARCO Publishing Company, Inc.219 Park Avenue SouthNew York, New York 10003

308

298

Association for Childhood EducationInternational

3615 Wisconsin Avenue, N.W.Washington, D.C. 20016

Association Films, Inc.600 Grand AvenueRidgefield, New Jersey 07657

Association Press291 BroadwayNew York, New York 10007

Avon Books959 8th AvenueNew York, New York 10019

Brandon Films221 West 57th StreetNew York, New York 10019

Bank Street College of EducationPublications Department419 Park Avenue, SouthNew York, New York 10016

Bete, Channing L., CompanyBox 112Greenfield, Massachusetts 01301

B'nai B'rith Vocational Service1640 Rhode Island Avenue, N.W.Washington, D.C. 20036

Board of Trustees

University of IllinoisUrbana, Illinois 61801

Bobbs-Merrill Company, Inc.4300 W. 62nd StreetIndianapolis, Indiana 46268

Bureau of the CensusDepartment of CommerceU. S. Government Printing OfficeWashington, D.C. 20233

Bureau of Instructional ServicesDepartment of Public InstructionEducation BuildingHarrisburgh, Pennsylvania 17120

Bureau of Labor StatisticsU. S. Department of LaborWashington, D.C. 20212

The Bureau of Public RoadsPhotographic SectionWashington, D.C. 20235

CCM Information Sciences, Inc.

909 Third AvenueNew York, New York 10022

California Department of HumanResources Development

800 Capitol MallSacramento, California 95814

California Highway Patrol2611 26th StreetSacramento, California 95818

California State Department ofEducation

721 Capitol MallSacramento, California 95814

299

309

California State Resources Agency1416 9th StreetSacramento, California 95814

Callaghan and Company6141 N. Cicero. Avenue


Canadian Film Institute142 Sparks StreetOttawa, Canada

Carousel Films, Inc.1501 Broadway, Suite 1503New York, New York 10036

Catholic University of AmericaPress

620 Michigan Avenue, N.E.Washington, D.C. 20017

Center for Democratic Institute2056 Eucalyptus Field RoadMontecito, California 93103

Central Mortgage and HousingCorporation

Liaison OfficerAudio-Visual AidsOttawa 7, Canada

Chandler Publishing Company124 Spear StreetSan Francisco, California 94105

Chronicle Guidance PublicationsMoravia, New York 13118

Churchill Films6671 Sunset BoulevardLos Angeles, Cal ifornia 90028

Clearinghouse, Federal Scientificand Technical Information

2285 Port Royal RoadSpringfield, Virginia 22151

College and University Press263 Chapel StreetNew Haven, Connecticut 06513

Columbia University PressCenter for Mass Communication440 West 110th StreetNew York, New York 10025

Commonwealth of PennsylvaniaDepartment of Public InstructionPublic Service InstituteHarrisburg, Pennsylvania 17126

Communications ProgramsGeneral Electric Company159 Main Street

Bay St. Louis, Mississippi 39520

Congressional Quarterly, Inc.1735 K Street, N.W.Washington, D.C. 20006

Connecticut Highway DepartmentPublic Relations DirectorHartford, Connecticut 06115

The Conservation Foundation1717 Massachusetts Avenue, N.W.Washington, D.C. 20036

100

310

Consolidated Film Industries959 Seward StreetHollywood, California 90038

Contemporary Films, Inc.Film Rental LibraryPrinceton RoadHightstown, New Jersey 08520

Coronet Films65 E. South Water Street


Criminology and Political Science357 E. Chicago AvenueChicago, Illinois 60611

Crowell, Thomas Y., Company201 Park Avenue, SouthNew York, New York 10003

Curriculum Materials Corporation1319 Vine Street

Philadelphia, Pennsylvania 19107

Davis Publishing Company250 Potrero StreetSanta Cruz, California 95060

Defense Contract Audit AgencyPolicy and Programs BranchPersonnel DivisionCameron StationAlexandria, Virginia 22314

Denoyer-Geppert Company5235 Ravenswood AvenueChicago, Illinois 60640

Department of AgriculturalJournalism

College of AgricultureUniversity of Wisconsin 53706

Department of the InteriorOffice of PersonnelWashington, D.C. 20240

Director of Advancement andPublic Information

American Water Works Assoc.2 Park AvenueNew York, New York 10016

Dodd, Mead and Company79 Madison AvenueNew York, New York 10016

Doubleday and Company, Inc.501 Franklin AvenueGarden City, New York 11530

Educational Sensory Programming,Inc.

Taylor Teaching Tapes960 Melrose AvenueChula Vista, California 92010

Elizabethtown Gas CompanyOne Elizabeth PlazaElizabeth, New Jersey 07207

Elkins, Herbert M., Company10031 Commerce AvenueTujunga, California 91042

Employment Information CenterRoom 1050L14th and Constitution Avenue, N.W.Washington, D.C. 20230

301

Encyclopaedia Brittanica, Inc.425 N. Michigan AvenueChicago, Illinois 60611

Encyclopaedia Brittannica Films38 West 32nd StreetNew York, New York 10001

Enoch Pratt Free Library400 Cathedral StreetBaltimore, Maryland 21201

Environmental EducationU. S. Government Printing OfficeWashington, D.C. 20401

Environmental Protection AgencyWashington, D.C. 20460

Epsilon Pi Tou, Inc.University Station, Box 3111Columbus, Ohio 43210

Erie and Niagaria CountiesRegional Planning Board

2085 Baseline RoadGrand Island, New York 14072

Eye Gate House, Inc.146-01 Archer AvenueJamaica, New York 11435

E. J. Kirschner AssociatesSuite 310 Shoreham Building806 15th Street, N.W.Washington, D.C. 20005

Family Service Association44 East 23rd StreetNew York, New York 10010

Federal Aviation AdministrationDepartment of Transportation400 7th Street, S.W.Washington, D.C. 20591

Federal Highway Administrationt Office of Personnel and Training

400 7th Street, S.W.Washington, D.C. 20591

Ferguson, J. G., Publishing Co.Six North Michigan AvenueChicago, Illinois 60602

Film Library, Department ofExtension Teaching & Information

31 Roberts HallCornell UniversityIthaca, New York 14850

Films, Incorporated733 Greenbay RoadWilmette, Illinois 60091

Fire Instruction ResearchEnterprises, Inc.

31 North Main StreetP. O. Box 47Union City, Pennsylvania 16438

Food and Drug AdministrationField Operations GroupRoom 1057, Parklawn Bldg.5600 Fishers LaneRockville, Maryland 20852

Foundation Press, Inc.170 Old Country RoadMineola, New York 11501

302

.t31.2

Friendship Press475 Riverside DriveNew York, New York 10027

General Electric Company60 Washington AvenueSchenectady, New York 12305

General Electronic Laboratories1085 Commonwealth AvenueBoston, Massachusetts 02215

Great Plains National TelevisionLibrary

University of NebraskaLincoln, Nebraska 68508

Grosset and Dunlap, Inc.51 Madison AvenueNew York, New York 10010

Guidance Associates23 Washington AvenuePleasantville, New York 10570

Hale, E. M., and Company Publishers1201 S. Hasting WayEau Claire, Wisconsin 54701

Hamilton Film Service345 West 65th StreetNew York, New York 10019

Hammond, IncorporatedHammond BuildingMaplewood, New Jersey 07040

Harper and Row, Publishers49 East 33rd StreetNew York, New York 10016

Harvard University Press79 Garden StreetCambridge, Massachusetts 02138

Hawthorn Books, Inc.70 Fifth AvenueNew York, New York 10011

Highway Users Federation forSafety and Mobility

1776 Massachusetts Ave., N.W.Washington, D.C. 20036

Holt, Rinehart & Winston, Inc.383 Madison AvenueNew York, New York 10017

Illinois Inspection & Rating BureauInsurance Service Office ofIllinois

413 Iles Park PlaceSpringfield, Illinois 62703

Immigration and NaturalizationService

Personnel Officer119 D Street, N.E.Washington, D.C. 20536

Imperial International Learning247 West Court StreetKankakee, Illinois 60901

Indiana University Press10th & Morton StreetsBloomington, Indiana 47401

303

1313

Institute of Local Self GovernmentBerkeley, California 94620

Institute of Traffic Engineers2029 K Street, N.W.Washington, D.C. 20006

Institutional Cinema Service29 East 10th StreetNew York, New York 10003

Instructors Publications17410 Gilmore StreetVan Nuys, California 91406

International Association ofChiefs of Police

Publications-Department1319 10th Street, N.W.Washington, D.C. 20036

International City ManagementAssociation

1140 Connecticut Avenue, N.W.Washington, D.C. 20036

International City ManagersAssociation

1313 East 60th StreetChicago, Illinois 60637

International Film Bureau, Inc.332 South Michigan AvenueChicago, Illinois 60604

International Fire ServiceTraining Association

Fire Protection PublicationsOklahoma State UniversityStillwater, Oklahoma 74074

Interstate Commerce CommissionDirector of PersonnelWashington, D.C. 20423

Interstate Printers & Publishers,Inc.

19-27 No. Jackson StreetDanville, Illinois 61832

Irwin - Dorsey PressRichard D. Irwin, Inc.1818 Ridge RoadHomewood, Illinois 60430

John Day Company, Inc.257 Park Avenue, S.


Johns Hopkins PressBaltimore, Maryland 21218

Jossey - Bass, Inc., Publishers615 Montgomery StreetSan Francisco, California 94111

KDKA TelevisionAssistant Program ManagerOne Gateway CenterPittsburgh, Pennsylvania 15222

Kirschner, E. J., AssociatesSuite 310 Shoreham Building806 15th Street, N.W.Washington, D.C. 20005

Knopf, Alfred A., Inc.201 East 50th StreetNew York, New York 10022

30d

ai4

Legal Book Corporation316 W. Second StreetLos Angeles, California 90012

MacMillan Company866 Third AvenueNew York, New York 10022

Maryland State Planning DepartmentState Office Building301 West Preston StreetBaltimore, Maryland 21201

Massachusetts Institute ofTechnology

Publications Office77 Massachusetts AvenueCambridge, Massachusetts 02139

Merrill, Charles E., Publisher1300 Alum Creek DriveColumbus, Ohio 43216

Messner, Julian, Inc.Simon & Schuster, Publishers1 West 39th StreetNew York, New York 10018

Metropolitan Housing andPlanning Council

8 South Dearborn StreetChicago, Illinois 60603

Modern Talking Picture ServiceSponsor Desk1212 Avenue of the AmericasNew York, New York 10036

Modern Talking Picture Service927 19th Street, N.W.Washington, D.C. 20006

Multimedia Publishing Corporation151 N. Moison RoadBlauvelt, New York 10913

McGraw-Hill Book Company330 West 42nd StreetNew York, New York 10136

McGraw-Hill Text - Films330 West 42nd StreetNew York, New York 10036

McKay, David, Company, Inc.750 Third AvenueNew York, New York 10036

National Aerospace EducationalCouncil

806 15th Street, N.W.Washington, D.C. 20005

National Association of HomeBuilders

Land Use & Development Department1625 L Street, N.W.Washington, D.C. 20036

National Association of Housing& Redevelopment Officials

Publications Department1413 K Street, N.W.Washington, D.C. 20005

National Association of Manu-facturers of the U.S.A.

277 Park AvenueNew York, New York 10017

National Association of SocialWorkers

Two Park AvenueNew York, New York 10016

305

National Cash Register Company

Sales Office50 Rockefeller PlazaNew York, New York 10020

National Center for Informationon Careers in Education

Amr. Personnel & Guidance Assoc.Publications Sales Department1607 New Hampshire AvenueWashington, D.C. 20009

National Education. Associationof the United States

1201 Sixteenth Street, N.W.Washington, D.C. 20036

NBC Films, Inc.NBC Educational EnterprisesRoom 104030 Rockefeller PlazaNew York, New York 10020

National Fire Protection Assoc.60 Batterymarch StreBoston, Massachusetts u2110

National Forest Products Assoc.1619 Massachusetts Avenue, N.W.Washington, D.C. 20036

National Medical AudiovisualCenter

Distribution ServiceChamblee Branch Post OfficeAtlanta, Georgia 30005

National Recreation & Park Assoc.1700 Pennsylvania Avenue, N.W.Washington, D.C. 20006

National Retail Merchants Assoc.James J. BlissDowntown Development Committee100 West 31st StreetNew York, New York 10001

National Safety Council425 N. Michigan AvenueChicago, Illinois 60611

National Science FoundationWashington, D.C. 20550

National Society of ProfessionalEngineers

2029 K Street, N.W.


National Training LaboratoriesNational Educ. Assoc. of the U.S.Publication Sales Section1201 16th Street, N.W.Washington, D.C. 20036

National Welfare Assembly, Inc.National Assembly for Social

Policy and Development345 E. 46th StreetNew York, New York 10017

Natural History PressDoubleday and Company501 Franklin Avenue

Garden City, New York 11530 .

NET Film ServiceIndiana UniversityBloomington, Indiana 47405

New York State Office ofPlanning Services

488 BroadwayAlbany, New York 12207

Office of Planning CoordinationState of New York488 BroadwayAlbany, New York.12207

306

Oxford University Press, Inc.1600 Pollitt DriveFair Lawn, New Jersey 07410

Penguin Books, Inc.7110 Ambassador RoadBaltimore, Maryland 21207

Pflaum, George A., Publisher38 West Fifth StreetDayton, Ohio 45402

Phaidon Press, Ltd.111 Fourth AvenueNew York, New York 10003

Philadelphia RedevelopmentAuthority

211 South Broad StreetPhiladelphia, Pennsylvania 19107

Phi Delta KappaEight and Union Streets

Bloomington, Indiana 47401

Pitman Publishing Corporation20 East 46th StreetNew York, New York 10017

Pocket Books, Inc.Simon and Schuster, Inc.1 W. 39th Street


Popular ScienceAudio Visual Division355 Lexington AvenueNew York, New York 10017

Praeger Publishers, Inc.1111 Fourth AvenueNew York, New York 10003

Prentice -Hall , Inc.

Englewood Cliffs, New Jersey 07632

President's Commission onLaw Enforcement

U.S. Government Printing OfficeDivision of Public DocumentsWashington, D.C. 20402

Rand McNally and Company405 Park AvenueNew York, New York 10022or, Box 7600Chicago, Illinois 60680

Random House, Inc.201 E. 50th StreetNew York, New York 10022

Reston, Virginia, Inc.Public Relations DivisionExecutive OfficesReston, Virginia 22070

Reynolds Metals CompanyPublic Relations Department6501 West Broad StreetRichmond, Virginia 23230

ROA'S Films1696 N. Astor StreetMilwaukee, Wisconsin 53202

Ronald Press Company79 Madison AvenueNew York, New York 10016

307

P7

Russell Sage Foundation230 Park Avenue


School and Society Books1860 BroadwayNew York, New York 10023

.......,

Science Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611

Scribner's, Charles, SonsShipping and Service CenterVreeland AvenueTotowa, New Jersey 07512

Scott, Foresman and Company1900 E. Lake AvenueGlenview, Illinois 60025

The Shoe String Press, Inc.Auchon Books995 Sherman AvenueHamden, Connecticut 06514

Simon and Shuster, Inc.

Rockefeller Center630 Fifth AvenueNew York, New York 10020

South-Western Publishing Co.5101 Madison Road

Cincinnati, Ohio 45227

Special Libraries Association235 Park Avenue, SouthNew York, New York 10003

State of CaliforniaDivision of Highways1120 N StreetSacramento, California 95814

State of the Library Art ServicesRutgers University PressNew Brunswick, New Jersey 08903

Sterling Educational Films, Inc.241 East 34th StreetNew York, New York 10016

Sterling Movies43 West 61st StreetNew York, New York 10023or, 6290 Sunset Blvd.Hollywood, California 90028

Stuart Finley3428 Mansfield RoadFalls Church, Virginia 22041

Syracuse University PressBox 8, University StationSyracuse, New York 13210

Tweedy Transparency208 Hollywood AvenueEast Orange, New Jersey 07018

Texas A & M UniversityCollege Station, Texas 77843

Thomas, Charles C., Publisher301-327 E. Lawrence AvenueSpringfield, Illinois 62703

308

318

Trustees of the University ofPennsylvania

Philadelphia, Pennsylvania 19104

Unipub, Inc.P. 0. ,Box 433


USAF Auditor General (AFACUMC)Norton Air Force Base, Calif. 92409

U. S. Army Audit AgencyHeadquarters


U. S. Department of AgriculturePersonnel Div., Consumer MarketingFederal Office Building536 South Clark StreetChicago, Illinois 60605

U. S. Department of LaborBureau of Labor StatisticsWashington, D.C. 20212

U. S. Department of Transportation400 7th Street, S.W.Washington, D.C. 20591

Universal Publishing and DistributingCorporation

800 Second AvenueNew York, New York 10017

United Presbyterian ChurchFilm Distribution

475 Riverside DriveNew York, New York 10027

U.S. Civil Service CommissionSuperintendent of DocumentsU.S. Government Printing OfficeWashington, D.C. 20402

U.S. Department of Health,Education and Welfare

Superintendent of DocumentsWashington, D.C. 20203

U.S. Dept. of Housing & Urban Develop.Federal Housing Adm. Personnel Div.Career Development & Training BranchRoom 2276Washington, D.C. 20411

U.S. Department of the InteriorBureau of Land Management18th between C & D StreetsWashington, D.C. 20240

U.S. Department of LaborBureau of Labor Statistics341 Ninth AvenueNew York, New York 10001

U.S. Environmental Protection AgencyWashington, D.C. 20460

U.S. Government Printing OfficeDivision of Public DocumentsWashington, D.C. 20402

U.S. National Audiovisual CenterNational Archives and Records ServiceWashington, D.C. 20409

Universal Education and Visual Arts221 Park Avenue, SouthNew York, New York 10003

309

319

Universal Publishing and

Distributing Corporation235 E. 45th Street


University-at-Large70 West 40th StreetNew York, New York 10018

University of CaliforniaUniversity of California PressBerkeley, California 94720

University of ChicagoIndustrial Relations Center1225 East 60th StreetChicago, Illinois 60637

University of Chicago Press5750 Ellis AvenueChicago, Illinois 60637

University of NebraskaLincoln, Nebraska 68504

University of Pittsburgh Press127 N. Bellefield AvenuePittsburgh, Pennsylvania 15213

University Publishing Company1126 "Q" StreetLincoln, Nebraska 68501

University Research Corporation1424 16th Street, N.W.Washington, D.C. 20036

Urban Land Institute1200 18th Street; N.W.Washington, D.C. 20036

Victor Gruen Associates6330 San Vicente BoulevardLos Angeles, California 90048

The Viking Press, Inc.625 Madison AvenueNew York, New York 10022

Visual Education Consultants, Inc.2066 Helena Street, Box 52Madison, Wisconsin 53701

Vocational Guidance ManualsVocational Guidance Bureau220 5th AvenueNew York, New York 10001

Waick, Henry Z., Inc.19 Union Spare WestNew York, New York 10003

Washington Square Press630 Fifth AvenueNew York, New York 10022

West Publishing Company50 W. Kellogg BoulevardSt. Paul, Minnesota 55102

310

320

Westinghouse Learning Corporation100 Park AvenueNew York, New York 10017

Westminster PressWitherspoon BuildingPhiladelphia, Pennsylvania 19107

Wiley, John, and Sons, Inc.605 Third AvenueNew York, New York 10016

William M. Dennis Film Libraries2508 1/2 West 7th StreetLos Angeles, California 90057

Winey Productions, Inc.252 Great RoadBedford, Massachusetts 01730

Wolper, David L., Productions8489 West Third StreetLos Angeles, California 90048

Yale University Press92a Yale StationNew Haven, Connecticut 06520

York County Planning Commission32 West King StreetYork, Pennsylvania 17401

.

SUGGESTED EVALUATION QUESTIONS

FOR PRE- AND POST-TESTS

......1.

311

321

IntroductionThese tests are keyed to the Curriculum

guide of the Public Service OccupationsCurriculum.

The Orientation guide includes thefollowing sections:

Section 1 Governmental AgencyManagement

Section 2 Social and EconomicServices

Section 3 Educational ServicesSection 4 Resources ManagementSection 5 Rural, Urban and

Community DevelopmentSection 6 Law EnforcementSection 7 Regulatory Services and

RecordsSection 8 Transportation Services

These tests were developed to helpteachers:

(1) measure student learning gain.

(2) determine if the instructionalobjectives have been met.

Test ContentsAny evaluation of student learning

should adhere closely to the intendedoutcomes expresSed in the writtenobjectives. Therefore, each test is based Ion the specific instructional objectivesfound in its corresponding unit in theOrientation guide. Every item of each testis directly associated with one of theobjectives found in the guide for that unit.

These tests are structured to helpdetermine whether the student hasbecome competent or not in each unit. Theitems for each test relate only to theinstructional objectives found at thebeginning of that unit in the guide. jlo testitems refer to material found in previous orlater units. Consequently, each unit in theteacher's guide and its corresponding testcan be used independently.

The evaluative approach,used in these

tests is not designed to measure therelative standing of each student to anactual or hypothetical population. Rather,it is designed to report a student'sperformance solely in terms of objectivesmastered or not mastered. Each studentcan reach or exceed the minimumperformance standard or criterion. Hence,this testing is called criterion referencedtesting .

DirectionsThe tests have been prepared as master

copies which may be duplicated forstudent distribution.

There is a separate test for each unit ofinstruction in the curriculum guide. Forexample, test number one can be used as apretest and a post-test with the content inCurriculum Guide Unit 1 Nature of theField.

Because each class is unique,

instructors may add or delete any testitems desired.

These tests have been given undernearly every conceivable condition, formalgroup testing, Informal individualsessions, and "take home" tests. In so faras can be determined, satisfactory resultswere obtained under every condition.

In response to the demand for a systemthat is easy to use, a convenient answerkey for each test has been included in thisfolder.

The tests provide an objective methodfor determining student learning gain,while freeing teachers to use valuable timefor instruction.

31 3

322

ValidityThe validity of any test must be

determined in reference to the particularuse for which the test is beingconsidered. As these tests are essentiallymeasures of student achievement, theymust have content validity. Contentvalidity involves the systematicexamination of the test content to insurethat it covers a representative sample ofthe behavior domain to be measured. Byemploying questions that directly relateto the instructional objectives in eachunit, content validity is insured.

An experimental edition of this testwas field tested in twelve schools, whichwere selected on the basis of size ofschool and community. Over 1,000secondary school students were involvedin the validation testing. Socio-economicgroups taking the test ranged from thedisadvantaged to upper middle-class. Theschools were also selected to gain astudent population from urban,suburban, and rural areas. In each of theschools, the teacher first gave thestudents a pretest before the content wasintroduced. The same testing instrumentwas used as a post-test. The objectiveswere to measure student learning whichtook place as a result of studying thematerial in the instructional unit, and toestablish criterion referenced tests foruse by schools throughout the country.For this purpose, a percentage passingof 70 percent or above on the post-testwas considered to be an acceptablecriterion mastery for that unit. No normswere established for these tests. It issuggested that each student be able tosuccessfully pass 70 percent of thequestions for each instructional unit thathe is tested on During this Held test,suggestions for Improving these testswore also made The criterion referencedtests in this booklet are based on thepretest and post-test material used inthis validation study.

Other Meansof EvaluationIt should be remembered that the

instructor can use a wide assortment of

test situations to evaluate students.

Each student can do a project on one ofthe eight major occupational groups.

Instructors may wish to determine thedepth of each student's knowledge byassigning essay questions on each of theeight areas of public service.

Students may deliver five-minutespeeches on public service at the federal,state, and local levels.

The class may be divided into panelgroups, with each group discussingproblems in one occupational group ofpublic service.

Students may prepare job ladders, andgive presentations describing typicalactivities for entry-level workers in eachoccupational group.

Role-playing based on the work of agovernmental agency can reveal how

knowledgeable a student is about thatagency.

These are only a few of the methods thatcan be used to evaluate the growth and

development of each student.

Acknowledge-ments

The Public Service Occupations testswere developed and field tested In twelvelocations. While many people were involvedin this project, the staff Is particularlyindebted to the following people:

Lillian Avery,

Victor Backstrom,

Dr. William E. Burns,

William Crane,

Thomas Franklin,

Gilbert Garcia,

Li Charles Kane,

Dr. Nellie M. Love,

James B. Mayo,

Myron Nadolski,

Nadine L. Reed,

James J. Reilley, S.J.,

Rosalie Salinas,

Paul E Sugg,

Tom Schrodi,

Thee Stitum ,

314

ye311.3

Test ResearchCenterLos Angeles, CA

Long Beach UnifiedSchool DistrictLong Beach, CA

State University ofNew YorkBuffalo, New York

San Diego UnifiedSchool DistrictSan Diego, CA


Sacramento CityUnified SchoolDistrictSacramento, CA

San Leandro PoliceDepartmentSan Leandro, CA

Sweet HomeCentral SchoolDistrictAmherst, New York

Fremont UnifiedSchool DistrictFremont, CA

Grant Joint UnionSchool DistrictSacramento, CA


Canisius HighSchoolBuffalo, New York


WilliamsvilleCentral SchoolsWilliamsville,New York

Orange UnifiedSchool DistrictOrange, CA

Sacramento CityUnified SchoolDistrictSacramento, CA

Project StaffPatrick J. Weagraff, Ed. D., Project Director

James J. Lynn, Curriculum Specialist

Constance F. GipsonAssistant Curriculum Specialist

Harold M. Blue, Senior Editor

Lillian Deger, Typist

Miriam Dong, Typist

Orientation to EvaluationPublic Service- Questions

Occupations 4--


1. Public service jobs are those done by people in:A. Local governmentB. State governmentC. Federal governmentD. Local, state and federal governments

2. Which one of the following is not a public service job:A. TeacherB. Gas station attendantC. Welfare workerD. City clerk

3. The money for public service jobs comes from:A. TaxesB. Non-profit organizationsC. Taxes and donationsD. Individuals

4. The largest public-service employer in the United States is:A. Local governmentB. State governmentC. Federal governmentD. None of the above

5. Which one of the following is not a major concern in public service:A. EnvironmentB. HousingC. EducationD. Buying

6. Choose the occupational group which protects people and their belongings,and stops crimes.A. Public Safety, Corrections, and Judicial ServicesB. Regulatory Services and RecordsC. Educational ServicesD. Social and Economic Services

7. Which one of the following is not a public service job:A. Freeway plannerB. Probation officerC. Border patrol officerD. Car salesman

315

8.24f it I

SECTION

1UnitI

..

8. Which job family includes the objective of helping a family to become self-supporting:A. Social and Economic ServicesB. Regulatory Services and RecordsC. Educational ServicesD. Transportation Management

9. Which of the following job families is not found in the field of educational services:A. TeachersB. CounselorsC. Humane OfficersD. Principals

I. d2. b3. a

Answer Key

4. c5. d6. a

316

325

7. d8. a9. c

TM

=111/11116111.

./'

Orientation to EvaluationPublic Service Quest ions

Occupations

Unit 2 Governmental Agency Management

..1. Which of these is not part of an agency's organizational objective:

A. The aims of an OrganizationB. Gives purpose to the organizationC. Enables measurements to be made as a success and failureQ. Who the employees work for

2. When many agencies are doing the same thing and getting in each others'way, what should an agency manager do to straighten out the situation:A. Organize his staffB. Employ more peopleC. Meet with representatives of the other agenciesD. Meet anticipated objectives

3. One of the following is not a major task in government agency management:A. Organizing the staffB. Teaching driver's educationC. Meeting with representatives of other agenciesD. Resolving issues and problems

4. New managment methods employ the latest theories of:A. The physical sciencesB. The behavioral sciencesC. The earth sciencesD. All of the above

5. Planning involves:A. Evaluating conditions and making decisions based on anticipated conditionsB. Managing an agency of the governmentC. Concentrating all the powers of government on a specific problemD. None of the above

6. Public service managers who work in the area of "controlling":A. Establish standardsB. Appraise performancesC. Correct deviations or errorsD. All of the above

317

' 326

SECTION

1Unit2

7. The chief administrator in a public service agency is normally responsible for:A. Fiscal and public informationB. Contract and personnelC. Relations management and agency goalsD. All of the above

8. Most public service managers have:A. Good public relations and technical skillsB. Good legal and arbitrations skillsC. Good academic and experience backgroundsD. None of the above

9. General management is:A. A must for entry level workB. A combination of a number of skills and abilities which enable an individual

to handle a high level of responsibilityC, The ability to get along well with people and let them do their own thingD. All of the above

1. d2. c3. b

Answer Keg

4. b5. a6. d

318

ta7

7. d8. c9. b

Orientation to


EvaluationQuest ions

Unit 3 Basic Components of Governmental Agency Administration

I. Fiscal management is concerned with:A. Devising accounting systemsB. Developing budget proceduresC. Insuring that enough funds are available for operations, and that

the funds are properly expendedD. All of the above

2. Choose the correct definition of a government agency budget:A. The plan of how to spend next year's moneyB. The process that makes sure that the money is spent the way it

was plannedC. The plan for raising the moneyD. ThC process of getting a loan

3. A contract is an agreement between two persons or agencies to do something.Contracts involve two parts please choose the correct combination.A. Naming the price and arguing over itB. Making an offer and rejecting itC. Making an offer and accepting that offerD. Naming the price and rejecting it

4. Which of these is not a Governmental Agency Contract.A. Contract for servicesB. Production of goods and materialsC. Jurisdictional agreementsD. None of the above

5. When a governmental agency wants to build something such as a dam or anoffice building, the contract will be put out to bid. Choose the answer that bestdescribes what happens then.A. The largest company will get the jobB. Different companies will estimate the cost and the one with the lowest bid

and best quality will get the jobC. The company with the lowest bid will always get the jobD. The highest bidder gets the job

6. Employees Relations deals with public service employees as an organized group.Which of the following is not a function of this group:A. Negotiating differences (such as hours, working conditions) between

agency and employeesB. Trying to get the most favorable conditions for itselfC. Settling disputes over matter such as a complaint by a workerD. Hiring new employees to take the place of those fired

319

`%28

SECTION

1Unit 3

MIMI111110

7. Public Relations associations try to present a favorable picture of whatgovernment is doing for the public. Which situation would a publicrelations person not publicize:A. Mayor cutting the ribbon at the opening of the City HallB. County executive investigated for taking contractor's bribesC. City employees giving generous gifts to the orphanage at Christmas timeD. The opening of a neighborhood park

8. Who is responsible for the external communication of most governmentalagencies:A. Public information ManagersB. DirectorsC. OfficersD. All of the above

9. The Fiscal Manager is also concerned about:A. Programs controlled by a budgetB. Chance of losing moneyC. Preparing financial statementsD. All of the above

10. Since the public pays the taxes that support the government, they have aright to information about their government. Which of the following answerswould the public not have a right to know:A. Why the taxes are going upB. Personnel problemsC. Where a new road is going to be builtD. The new conservation policies of the city

11. Public Information Managers use which media to inform the public:A. Newspapers and journalsB. Magazines and pamphletsC. Radio and televisionD. All of the above

12. The basic difference between "internal" and "external" communicationsin a public-service agency is:A. Communicating within an agency versus communicating outside an agencyB. Communication with an agency versus communcating between agenciesC. Communicating within a particular office of an agency versus

communicating outside of the office in the same agencyD. None of the above

Answer KegI. d 4. c 7. b 10. b2. a 5. b 8. a 11. d3. c 6. d 9. d 12. a

320

82

Orientation to



EvaluationQuestions

1. The public-service manager has many responsibilities on the job. Whichof the following is not within his area of-responsibility:A. Determine the amount of employee's pay raisesB. Sets the goals for his company's workersC. Is responsible for the total effort of the organizationD. Evaluates people and programs

2. In public-service, most people become managers by:A. Having influential friends or relativesB. Being promoted to a management position by a higher authorityC. The political "spoils" systemD. All of the above

3. Public Relations Managers have many jobs. Which is not one of his jobs:A. Examining budgetsB. Writing articles for newspapersC. Developing TV programsD. Making signs and posters

4. Which of the following jobs would be paid the most:A. Lieutenant Governor of a stateB. Governor of the same in (A.) aboveC. Manager of a state departmentD. Trustee of the state university

5. Which is not one of the jobs of the Contract Manager:A. Examining bidsB. Preparing contractsC. Preparing goals for the governmentD. Deciding which bid will be awarded the contract

6. Persons at the top levels of any government are usually paid more thanthe workers at the bottom. Which of the following is not one of the reasonsfor this:A. They usually work more than a regular 40 hour weekB. They are responsible for the running of an entire governmental agencyC. They have worked longerD. They are usually older

321

330

SECTION

Unit4

7. Managers may work in general on fiscal management, contract, or personnelmanagement, and public information or relations management. These are all:A. Career familiesB. Occupational groupsC. Job familiesD. All of the above

8. Managers of local governmental agencies earn:A. Less than federal level managersB. About the same as federal level managersC. More than federal level managersD. More than managers in private business

1. a2. b

Answer Ke,y

3. a4. b

322

.831

5. c 7. c6.d 8.b

Orientation to


Unit 5 Employment Qualifications

Evaluat ionQuest ions

1. Most of the heads or managers of a governmental agency become managers by:A. Starting at the bottom and working their way upB. Supervising larger and larger groups of workersC. Having some college educationD. All of the above

2. What length of academic training do you think would be expected for a publicadministrator, business administrator, or public relations position:A. A two-year college degreeB. A one-year training course in public administrationC. A four-year college degreeD. A high school diploma

3. Which of the following is considered an executive position in GeneralManagement:A. City ManagerB. Director of a state programC. Secretary of LaborD. All of the above

4. Following a career ladder, one can work up in personnel management froman entry level job at what age:A. 16 and upB. 25 and upC. Any age over 21D. 18 and older

5. For a Fiscal Management job, a college education is usually required. Acollege degree is normally needed for which of the following jobs:A. AccountantB. Business AdministratorC. Public AdministratorD. All of the above

6. If an individual continued with his education after high school he would:A. Attend a university, graduate school, and then a community collegeB. Attend a community college, university, and then a graduate schoolC. Attend a community college, university, and then begin working at

an entry levelD. None of the above

323

:a32

SECTION

1Unit 5

gIR.111=10

=11

1.8

7. In order to become an effective manager, one would need:A. At least six months experienceB. Between one to two years of experienceC. Several years of experienceD. None of the above

Answer Key

1. d 5. d2. c 6. b3. d 7. c4. d

324

3T3

MIIINAMIII

g...IMIMIII

Orientation to EvaluationPublic Service Questions

Occupations


1. Jobs that will increase only slightly or level off in public-service are:A. Replacement jobsB. Growing jobsC. Technical jobsD. None of the above

2. Employment prospects look good in the field of public-service,but which of the following occupational groups is expected to level off dueto a decrease in the birth rate:A. Resource MpagementB. Rural, Urban and Community DevelopmentC. Educational ServicesD. Transportation

3. Employment at the federal level Is not growing at the same rate as thestate and local level. What is the reason why the federal employment is notgrowing at the same rate:A. National population is going downB. State and local governments are running many new programsC. There are no new federal programsD. City governments have a number of growing fields

4. The largest percentage of people working in state or local government are:A. In police workB. In fire workC. In education workD. In social service work

5. Jobs in areas like health, environment, police and fire protection, andnew public-service areas:A. Are replacement job opportunitiesB. Are growing job opportunitiesC. Are technical job opportunitiesD. Are professional job opportunities

6. In the future, trends indicate that state and local government shouldexceed the number of federal employees by a ratio of:A. 2 to IB. 3 to IC. 4 to ID. 5 to I

325

334

SECTION

1Unit 6

lmorimar mese

7. In general, new jobs in public service will be oriented for:A. White-collar occupationsB. Clerical jobsC. Blue-collar occupationsD. All of the above

Answer Key

1. a2. c3. b4. c

`fi35326

5. b6. c7. a

Orientation to Eva luat ionPublic Service Questions

Occupations


1. Social and Economic Services are concerned with helping people to betterhandle the problems of today's world. Which one of these situations is not handled bythe Social and Economic ServicesA. Family is in need because the parents cannot find workB. A person gets sick or too old to hold a jobC. There are no more jobs in an areaD. A student wants a scholarship to go to college

2. The principal areas of concern of Social and Economic Services are:A. Family service and child welfareB. Finding jobsC. Helping people with housing problemsD. All of the above

3. Workers in Social and Economic Services job families primarily offer:A. Educational servicesB. Police protectionC. Counseling and various forms of economic aidD. All of the above

4. Social and Economic Services are aimed primarily at helping people who are:A. Victims of natural disastersB. Disadvantaged, undereniployed, and unemployedC. AliensD. All of the above

5. Jobs are a major concern in the Social and Economic Services. Which of thefollowing would be considered important in the area of job employment:A. Helping people find a home convenient to employmentB. Finding job trainingC. Talking to future employer about prison backgroundD. All of the above

6. Which of these agencies would fall under the general heading of a Socialand Economic Service:A. Public agenciesB. Anti-povertyC. Model CitiesD. All of the above

..386

327

SECTION

2Unit 1

7. If the long range plan of a Social and Economic Services agency is tomake people self-supporting, what would be the path to follow:A. Give generous allowances so that people's health and self-respect do

not sufferB. Respect and trust the clientsC. Help them find jobs and good housingD. All of the above

8. Which of the following job families would not be found in Social andEconomic services:A. CounselingB. ExaminationC. RehabilitationD. Employment

9. The following is not a "basic type" of social and economic service agency:A. Public agenciesB. Anti-poverty agenciesC. Charitable agenciesD. Voluntary or private agencies

I. d2. d3. c

Answer Keg

4. b5. d6. d

328

337

7. d8. b9. c

IMEMI=1111


Occupations

Unit 2 Early Influences on Social and Economic Services in America

1. In England, between 1350 and 1600, strict laws were passed to make peoplework. Which of the following was one of these lawsA. Anyone giving money to beggars would be finedB. Able-bodied men might be whipped, branded with hot irons, have an

ear cut off, or even be hung if they refused to workC. Children could be forcibly taken from their parents to become apprenticesD. All of the above

2. The English Poor Laws were important because they started a whole newset of ideas about charity. The result of these laws was:A. The government stopped giving aid to the disabled, and the Church

startedB. Although a harsh attitude was used to force people to work, the

sick, aged, and disabled were given aidC. All aid or charity was cut off and everyone was forced to workD. All of the above

3. The English Poor Laws are important to us because they have guided oursocial and economic thought and practices. Which of these practices, in use today,came directly from the Poor Laws:A. Social workers are assigned a certain number of cases13. Some social workers with family and others with older peopleC. Social workers try to find jobs for their clientsD. All of the above

4. The American Colonies had interesting ways of dealing with people whoneeded charity. Which of the following was one of the practices usedduring that time:A. Orphans, neglected children, and the disabled were sold into slavery

for life13. The poor were put on ships and sent back to Europe !i

C. A citizen contracted to take care of a certain number of paupersor poor people and would be paid by the town

D. All of the above

5. Why did the use of almshouses or poor housing increase rapidly after the Civil War:A. People began to move into the cities and off the farmsB. The states began to support these houses with moneyC. The public began to find out that when the poor where "farmed out"

or "sold" they were treated very badlyD. All of the above

329

aat3

SECTION

Unit2

6. In the early 1900's, there was a different view'of "poverty". What wasthis new look:A. Poverty was a natural condition and could not be changedB. If a person was poor, it was his own faultC. Poverty was not longer seen as a way to push someone to work harder

but a bad condition that prevented people from really tryingD. While some people were rich, others were poorif you had one group you

had to have the other

7. What event contributed to high unemployment and business failure duringthe 1930's:A. The stock market crash of 1929

B. The reform movementC. The free enterprise systema The crop disaster of 1928-29

8. The early 1900's were characterized by what "era of thought":A. English influencesB. Reform eraC. Colonial eraD. Depression era

Answer Keg

I. d 3. c2. b 4. c

330

389

5. d 7. a6. c 8. b


Occupations

SECTION

2Unit 3 Contemporary Concepts Dominating the Social and Economic Services

1. The Social Security Act of 1935 had a brand new idea in it. Which ofthe following states that new idea:A. Work was now provided for youthB. Federal money was now given to the states for unemployment reliefC. People paid money to the government for a certain number of years

and when they retired, they got monthly checks back from the governmentD. All of the above

2. The general goal of the New Deal programs in the 1930's was:A. To help people economicallyB. To create more art programsC. To create more health programsD. All of the above

3. The purpose of Unemployment Insurance is:A. To help someone while he is trying to find a new jobB. To help people after they retireC. To help youth find jobsD. All of the above

4. The Social Security Act of 1935 changed the way money was given out bythe government. What was that change:A. Because people had paid the government while they were working,

the government automatically paid them when they retiredB. People did not have to take a test to check if they really were poor

and needed the moneyC. No social worker came to your house to see how much money you neededD. All of the above

5. Many new social and economic programs were passed in the 1930's, butthere are still many problems left to be solved, such as:A. For serious economic trouble, 26 weeks of unemployment

insurance is not enoughB. The very poor, those unable to hold a job, are not covered by social

securityC. The social security payments have often been too lowD. All of the above

331

1:040

Unit 3

6. Social conditions in the ghettos have been described as very bad. Whichof these does not describe the situation in the ghetto areas:A. The city government usually makes a special effort to provide good servicesB. Slum housing is often rundown and overcrowdedC. There are more welfare cases, higher rates of crime, and more broken familiesD. Minority groups live in the center of cities because when they try

to find jobs or other housing, they meet discrimination

7. Which considered social and economic services more of a legalright than a nice benefit:A. Herbert HooverB. Franklin D. RooseveltC. Woodrow WilsonD. Theodore Roosevelt

8. The WPA, CCC, and the FERA were all a part of:A. The New Deal13. The New RepublicC. The Social Security ActD. All of the above

Answer KeyI. c 3. a2. a 4. d

332

.341

5.d 7.b6. a 8. a

Orientation to



Unit 4 Governmental Attempts to Change Social Conditions

1. Why has the federal government started new programs to change socialconditions in cities:A. It is trying to buy votes by helping peopleB. It wants to help these people so that they can receive as

much welfare as possibleC. It sees the problems of the cities as a national one where

farmers are leaving their farms, and coming to the cityD. All of the above

2. Which anti-poverty agency was set up to train 15 to 22 year olds to getand hold a job:A. Manpower TrainingB. Work ExperienceC. Head StartD. Job Corps

3. Which anti-poverty angency was set up to provide specialeducation instruction for children infore they enter kindergarten:A. Operation MainstreamB. Neighborhood Youth CorpsC. Head StartD. Vista

4. The major idea behind the Model Cities program is to:A. Try to find new jobs for people who live in the Model City areaB. Have a broad range of projects to rebuild and expand housing and

job opportunitiesC. Provide small business loans to people with stores in a Model City areaD. All of the above

5. Medicare and Medicaid are two types of medical assistance. One medical servicenot covered by Medicare is:A. Plastic surgery to improve appearanceB. Care of patients while hospitalizedC. After hospitalization and home nursing servicesD. Outpatient care such as X-ray, blood test, etc.

333

' 342

SECTION

2Unit 4

6. Under "New Federalism", the federal government started programs to changesocial conditions in the cities. How have local communities benefited:A. Federal aid is now available to replace or restore rundown

sections of the city and make it a better place to liveB. All of the anti-poverty programs have trained people for jobs so they

can go "off welfare"C. Economic Opportunity loans have helped small businesses get startedD. All of the above

7. The Manpower Development and Training Act (MDTA), is:A. Aimed at reducing taxes in the citiesB. Aimed at providing college training for semi-skilled workersC. A part of the New Deal ProgramD. Basic educational training programs administered by state

employment services

8. A disadvantaged pre-school child would most likely be in a:A. New Careers ProgramB. Head Start ProgramC. Neighborhood Youth Corps ProgramD. None of the above

Answer Key

I. c 3. c2. d 4. b

334

.043

5. a 7. d6. c 8. b


Occupations


1. Social and economic workers have three basic good approaches. Which of thefollowing is not one of the approaches used:A. An individual worker deals with another individualB. An individual worker deals with a groupC. A group of workers deal with a group that needs helpD. An individual worker deals with a local community

2. A drug counselor called ten drug users together to talk about theircommon situation: He would be using which type of social service work:A. Case workB. Group workC. Community organizationD. None of the above

3. In which of the following areas would a worker try to strengthen familylife, and help clients to get along better in everyday life:A. Education serviceB. Health serviceC. Child welfare serviceD. Family service

4. An unmarried mother who wanted to place her child up for adoption wouldsee which type of workerA. Education SpecialistB. Health AideC. Child Welfare WorkerD. Psychologist

5. Most entry-level Ivorkers in social and economic services:A. Provide in-depth counseling servicesB. Provide direct assistance to individuals or groupsC. Provide supervisory and administrative duties for social service agenciesD. Have little contact with individuals needing assistance

6. A common goal of all of the various social and economic serviceagencies is:A. To provide employment assistance13. To provide financial assistanceC. To help people who need assistance in solving their problemsD. All of the above

335

SECTION

2units

7. A common way for social workers to get information about a client is:A. The interviewB, Psychologival testC. Police reportsD. Ask neighbors about the client

8. If you were giving advice to parents on child care and rearing, andcounseling children, you would be working in:A. EducationB. Family SeviceC. Child WelfareD. Health Services

9. The salary for most entry-level workers in the field of social andeconomic services is:A. Under $3,000 a yearB. Under $6,000 a yearC. Over $8,000 a yearD. Over $10,000 a year

I. c2. b3. d

Answer Key

4. c5. b6. c

336

34.5

7. a8. c9. b


Occupations


1. More and more high school graduates are working in the social and economicservices because:A. A person's attitudes, values, and willingness to work are felt to be

as important as college trainingB. The agency can hire these persons at a far lower salaryC. College training is seen as very importantD. All of the above

2. Which of these characteristics should a worker in the social andeconomic field have to be successful:A. Consideration of others' feelingsB. Willing to work together with othersC. Willing to hear other points of view without getting angryD. All of the above

3. In general, a professional level worker in social care work has:A. An associate of arts degreeB. A bachelor's degree in social workC. A master's degree in social workD. A doctorate in social work

4. Which of the following is not a quality that a worker in the socialand economic field should have:A. Becomes angry easily when someone says something he doesn't likeB. Plans an effective program of workC. Gets along with othersD. None of the above

5. A recent employment trend in social and economic services is to:A. Require more people to get a doctorateB. Change requirements to permit entry-level jobs with less formal educationC. Require a master's degree in social work for all beginning employees

in social service workD. None of the above

337

3 I

SECTION

Unit 6

Answer Key

1. a2. d3. b

338

34.7

4. a5. b


Occupations


1. A career lattice is best defined as:A. A series of job opportunitiesB. A series of jobs that a worker climbs through a combination of

education and experienceC. A system for keeping track of a category of careersD. A system of employment outlook

2. In the Social Welfare career lattice, which is a preprofessional (entrylevel) job:A. Case worker representativeB. Social workerC. Welfare workerD. None of the above

3. Employment in the social and economic service field is growing at a rate of:A. 2% a yearB. 6% a yearC. 14% a yearD. 20% a year

4. In the Community Organization Career Lattice, which is a preprofessional entrylevel job:A. Social WorkerB. Community Organization SpecialistC. Neighborhood Information OfficerD. Neighborhood Information Aide

5. In the Employment Service Worker career lattice, which is a preprofessionalentry level job:A. Clerk typistB. Employment AideC. Claims ClerkD. Employment office supervisor

6. There is a shortage of well-qualified workers in the social, economic,and employment services. This is caused by:A. Increased need for social and economic servicesB. The fact that many jobs become obsolete and the worker has to be

retrainedC. The many pressures of overcrowding in the citiesD. All of the above

339

348

SECTION

2Unit 7

7, If you want to find out about careers in social and economic services,you would not check with:A. The American Psychological CorporationB. The American Personnel and Guidance AssociationC. The Commission for Social Work CareersD. The Environmental Protection Agency

Answer Keg

L b 5. b2. a 6. d3. b 7. d4. d

340

349


Occupations


I Which of these job classifications is a preprofessional position:A. TeacherB. PrincipalC. Vice-PrincipalD. Teacher Aide

2. Which of these job families is not an Educational Service:A. LibrariesB. ExaminationsC. MuseumsD. Teaching

3. Which worker is not employed in the Educational Services employment group:A. LibrarianB. ExaminerC. CuratorD. Teacher

4. How many people work in Educational Service:A. Over 700,000B. Over 1,000,000C. Over 2,000,000D. Over 4,000,000

5. A new trend in Educational Service has been:A. Entry of work experienceB. Vocational educationC. Entry of preprofessional personnelD. None of the above

6. Most librarians work in:A. Cities and countiesB. SchoolsC. UniversityD. State governments

7. The largest number of people working in any one profession are:A. DoctorsB. LawyersC. ScientistsD. Teachers

SECTION

3Unitl

Answer Keg

1. d 5. c2. b 6. a3. b 7. d4. d

342- e

'-.15 '1

Orientation to


EvaluationQuestions

Unit 2 Basic Introduction to Educational Services

1. Junior College provides one type of training for students:A. Advanced high school studiesB. Advanced vocational trainingC. Replaces high school trainingD. None of the above

2. In 1917 the Smith-Hughes Act provided federal funds to assist states in setting upcourses in:A. AgricultureB. Home EconomicsC. Industrial ArtsD. All of the above

3. Some of the specific responsibilites of the Office of Education are:A. Collect and analyze statistics and factsB. Administer grantsC. Advise on school organizations, administration, and methods of teachingD. All of the above

4. The State's educational organization is usually composed of:A. State Board or Council of EducationB. Superintendent of EducationC. State Department of Education or Public InstructionD. All of the above.

5. In which one of the main divisions of public educationare you presently enrolled:A. Pre-elementaryB. ElementaryC. SecondaryD. Higher education (Junior College)

6. What is the normal age range for elementary school students:A. 5-14B. 6-18C. 7-11D. 14-18

7. Adult and Continuing Education is provided by several institutions; which one is notconsidered continuing education:A. Junior College i

B. Adult High SchoolC. High SchoolD. Technical Institute

343

,4,.5 2

SECTION

3U nit 2

8. The primary source of revenue for schools comes from:A. Income taxB. Sales taxC. Property taxD. None of the above

9. Libraries have many main functions. Which one of these is not a functionof school libraries:A. Provide instructional reading materialB. Provide general reading materialC. Provide job placementsD. Provide material for cultural organizations

10. What two new types of schools came into being during the 20th Century:A. Elementary schools K-6, and high schoolsB. Four-year colleges and junior collegesC. Adult schools and high schoolsD. Junior high schools and junior colleges

11. At what educational level do children begin their first schoolyear in junior high school:A. First gradeB. Seventh gradeC. Ninth gradeD. None of the above

12. Educational Services is divided into three main divisions; which one is nota main educational division:A. Pre-schoolB. Private schoolsC. ElementaryD. Secondary

1. b2. d3. d

Answer Keg

4. d5. c6. a

344

.353

7. c8. c9. c

10. d1 I. c12. b

Orientation to


Unit 3 Function and Duties of Workers

EvaluationQuestions

1. Workers in Educational services perform these main categories of duties:A. Housekeeping, clerical, and instructional dutiesB. Clerical and transportation dutiesC. Instructional duties onlyD. None of the above

2. Some of the first year experience of kindergartener's are:A. PlayB. Music and art workC. Stories and poetryD. All of the above

3. At the Elementary School level, teachers are responsible for teaching and supervising:A. Many subjects and activitiesB. Lunch and playC. Just one subjectD. None of the above

4. Special teachers give instruction and assist classroom teachers in certain subjectssuch as:A. Art and musicB. Physical Education and Industrial ArtsC. Foreign languages and homemakingD. All of the above

5. What is the average annual "entry level" salary for a preprofessional worker inthe field of Educational Services:A. $4,000B. $2,000C. $8,000D. $3,000

6. One of the following is not a responsibility of the secondary school teacher:A. Plan and develop teaching materialsB. Develop and correct testsC. Keep records and make reportsD. Find jobs for his students

7. Which one of the following could be a duty of the preprofessional worker:A. Housekeeping dutiesB. Clerical dutiesC. Instructional dutiesD. Any of the above

345

3.5,1

SECTION

3Unit 3

8. It is possible for a qualified teacher to advance to:A. Department head or supervisorB. Assistant PrincipalC. SuperintendentD. All of the above

9. At the pre-school division the emphasis is on creative expression and socialization,depending on the students' needs. Which duty usually requires professional skills:A. Preparing play doughB. Taking attendanceC. Supervising field tripsD. None of the above

10. At the secondary level the preprofessional carries out various tasks. Indicate whichactivity a preprofessional could not perform:A. Keeping roll bookB. Procuring audio-visual equipmentC. Teaching a unit in mathematicsD. Supervising study halls

11. What would you consider the main opportunities for students at the elementary level:A. Creative expressionB. Getting along with othersC. Instructional programD. All of the above

12. In libraries and museums the work of aides is primarily:A. Clerical and housekeepingB. Instructional dutiesC. Shelving booksD. Ordering children's books

Answer Key

I. a 4. d 7. d 10. c2. d 5. a 8. d 11. d3. a 6. d 9. d 12. a

346

355


Occupations


1. Typical Educational Services occupational career lattices include:A. Teacher, Counselor Aide, Home School AssociateB. School Assistant, Teacher Associate, LibrarianC. Teacher Aide, Teacher Assistant, Teacher AssociateD. All of the above

2. The age level varies, but what is considered the usual age range for public serviceworkers:A. 18-30B. 22-55C. 21-31D. 30-65

3. It would be correct to assume that at the preprofessional level most educationalservices workers would have:A. A high school diplomaB. Some college educationC. A General Education Diploma certificateD. Any one of the above

4. To qualify as a professional librarian, one must be a graduate from:A. A four year college (B.A. in Library Science)B. A library school (M.A. in Library Science)C. A Junior CollegeD. Any accredited High School

5. A professional librarian would be able to:A. Supervise teachersB. Supervise library clerical staffC. Supervise pre-school instructorsD. All of the above

6. Which teachers specialize in a particular subject:A. Pre-school levelB. Elementary levelC. Secondary levelD. None of the above

347

356

SECTION

3Unit 4

L c2. b

Answer Key

3. d4. b

348

35.7

5. b6. c


Occupations


I. Identify "entry level" by choosing the right requirement:A. Minimal skills and education-prior work experience not neededB. No formal academic experience requiredC. One full year of work experienceD. One year of on the job training

2. What is considered an entry level position in Educational Services:A. Clerk TypistB. Library AideC. Teacher AideD. All of the above

3. What is the entry level position in Library Services:A. Librarian IB. Clerk TypistC. Library AideD. Teacher Aide

4. Choose the correct career lattice for a library staff:A. Library Associate, Library Aide, Librarian, Library ClerkB. Library Clerk, Library Assistant, Library Aide, LibrarianC. Library Aide, Library Clerk, Librarian Associate, LibrarianD. Librarian Aide, Library Associate, Library Aide, Library Clerk

5. Indicate which career lattice istorrect for a Museum:A. Curator, Museum Associate, Museum Assistant, Museum AideB. Curator, Museum Assistant, Museum Aide, Museum AssociateC. Museum Aide, Curator, Museum Assistant, Museum AssociateD. Museum Aide, Museum Assistant, Museum Associate, Curator

6. The duties of a curator would usually be performed in a:A. LibraryB. MuseumC. SchoolD. Smoke House

7. Which position is not an entry level job:A. Librarian AideB. Curator TraineeC. TeacherD. Counselor Aide

SECTION

3Unit S

Answer Key

1. a2. d3. c4. c

350

'859

5. d6. b7. c

Orientation to




1. Choose one which is not a source of Educational Service information:A. The Occupational Outlook HandbookB. Occupational Outlook QuarterlyC. Environmental ConservationD. Careers in Education with your Federal Government

2. Teachers needed help in the classroom. The result has been;A. Higher pay for teachersB. The preprofessional movement in educationC. Psychological services for teachersD. All of the above

3. The turnover in educational jobs has been as high as:A. 2 per centB. 6 per centC. 10 per centD. 20 per cent

4. Recent trends in the Educational Services indicate that:A. The manpower crisis has come to an endB. The manpower crisis is worse than everC. No entry level jobs will ',,e availableD. All of the above

5. Information on emooyment in Educational Services can be obtained from:A. U.S. Office of EducationB. State Education AgenciesC. U.S. Department of LaborD. All of the above

351

'3.6O

SECTION

3Unit 6

Answer Key

I. c2. b3. c

352

6 i

4. a5. d

SECTIONOrientation to Evaluat ionPublic Service Quest ions

Occupations


1. Major job families such as parks, forests, agriculture, and fish and game are partsof the field of:A. Educational ServicesB. Resources ManagementC. Rural, Urban, and Community DevelopmentD. Regulatory Services

2. The most common job found in forest management is:A. ForesterB. RangerC. Fire LookoutD. Range Surveyor

3. Which of these job families belong to the field of Resources Management:A. Fiscal, contracts, personnel, public relations informationB. Parks, forests, fish and game, pollution controlC. Law enforcement, courts, corrections, fire protectionD. Highways, public systems, waterways, airways

4. Major job families, such as pollution control, conservation, and forests are parts of thefield of:A. Regulatory ServicesB. Educational ServicesC. Resources ManagementD. Transportation Services

5. Among the responsibilities of Resources Management are:A. Preserving environments that belong to the publicB. Managing environments that belong to the publicC. Restoring environments that belong to the publicD. All of the above

6. The field of Resources Management deals with all except one of these areas:A. Timber boundaries and scales, road locations, and custodialB. Crop production, insect and disease control, and soil analysisC. Suppression of fires, pollution control, mining claims, and noise abatementD. Airline maintenance, airline repair stations, and aircraft performance

7. Which of the following is not part of our natural resourcesA. Forests and rangelandsB Air and waterC. Soil and mineralsD. Airplanes and automobiles

353

62

4Unit!

8. The main duties of agricultural county agents involve:A. Evaluating and appraising propertiesB. Providing technical assistance to farmersC. Protecting natural features and historic monumentsD. Surveying agricultual range

Answer Koa.

1. b 3. b2. a 4. c

354

31610;

5. d 7. d6. d 8. b

Onentation to EvaluationPublic Service Questions

Occupations

Unit 2 Exploration and Conservation of Natural Resources

I. The actions of Natural Resources Management to correct deficiencies are:A. Through the use of large numbers of unemployed peopleB. Recognized by conservation leaders in and out of governmentC. Caused by the wholesale slaughter of wildlife, particularly in the West

and SouthD. All of the above

2. An example of a replaceable natural resource is:A. MineralsB. Animals (Homo Sapiens)C. WaterD. None of the above

3. The following three categories are used to classify natural resources:A. Replaceable, perennialB. Inexhaustible, irreplaceable, replaceableC. Annual, bi-annual, perennialD. Evergreen, deciduous, herbivorous

4. Which of the following is an irreplaceable natural resourceA. WaterB. MineralsC. AtmosphereD. Food

5. Natural resources are being abused through:A. Poor construction practicesB. Indiscriminate mining methodsC. Contamination of sewerageD. All of the above

6. Resources Management became a concern of the government because of:A. The Materials Disposal Act, 1947B. Efforts of Presidents like Roosevelt and KennedyC. A healthy growth in state conservation agenciesD. All of the above.

7. Which natural resources are considered to be inexhaustible:A. Soil and waterB. Minerals and heatC. Trees and flowersD. Leather and grass

355

a6 1

SECTION

4Unit 2

8. Which of these questions would involve environmental ethics:A. How can we best reuse our natural resourcesB. Where and how do we want economic and urban growthC. How can we adjust priorities to insure that we fulfill energy needs without

intensifying environmental problemsD. All of the above

9. A central role of a Resource Manager is to:A. Protect human and property rightsB. Develop individual skillsC. Increase opportunities for social and economic betterment among deprived,

disadvantaged, and under-employed peopleD. Change habits and out-of-date viewpoints which have led to current

pollution problems and environmental damage

I. d2. b3. b

Answer Key

4. b5. d6. d

356

36.3

7. a8. d9. d


Occupations

Unit 3 Major National Resource Management Concepts

SECTION

1. The actions of Natural Resources Management are based upon concepts that deal with:A. Man's dependence upon natural resourcesB. Man's temporary possession of natural resourcesC. Both "a" and "b"D. Neither "a" nor "b"

2. A concept basic to Natural Resources Management isA. Man and natural resources are independent of each otherB. Man's control over natural resources is a temporary privilegeC. Resources are generally inexhaustibleD. Long-range planning is not required

3. Natural Resources Management is based upon concepts that are similar to:A. Man is as much a part of a larger ecosystem as is a deer in the forestB. Man must appropriate the resource and use itC. Man must be independent of his environmentD. The future welfare of natural resources should be left to future generations

4. Among the causes of the depletion of natural resources though often not soconsidered, is:A. The use of synthetic materialsB. The process of photosynthesisC. The reduction of the world's populationD. A decrease in the standard of living

5. Population expansion and certain negative aspects of research andtechnology can be viewed as:A. Threats to the natural resourcesB. Positive measures to stop depletion of natural resourcesC. Both "a" and "b"D. Neither "a" nor "b"

6. Groups of people with different interest often conflict strongly over the uses of aresource. Pick an example of this:A. The use of public domain for profitB. The regulation of navigation watersC. The use of arms during war timeD. The regulation of liquor sales

366

357

4Unit 3

7. Power companies that build dams with accompanying power houses are oftenrequired to:A. Lease the area waters to local fishermanB. Release sufficient water to preserve fish life or operate fish hatcheriesC. Allow private individuals the indiscriminate use of area watersD. Provide "no fishing" signs for the Wildlife Department r- .r.

8. The conditions which led the government to become involved in ResourcesManagement included:A. Ignorant abuse of land, minerals, and wildlifeB. Conservation leadership by individuals and groupsC. The depression and World War 11D. All of the above

Answer Key

I. c 3. a2. b 4. a

358

5. a 7. b6. a 8. d

Orientation to



1.----..

Unit 4 Governmental Resource Management Organization

1. The Bureau of Mines is a part of what level of government and deals with what naturalresource:A. Federal level, mineralsB. Local level, wildlifeC. Federal level, forestsD. Local level, water

2. The Bureau of Land Management is concerned primarily with:A. Multiple use-grazing, fish and wildlife, timber, water public landB. Research to appraise the mineral field resourcesC. Enforcement of water quality standards within a given communityD. None of the above

3. The Bureau of Reclamation is concerned primarily with:A. Water and matters dealing with water and its useB. The registry of national landmarksC. The assistance to groups planning recreation sitesD. None of the above

4. The U.S. Geological Survey has as its primary role:A. Selection of parks and recreation sitesB. Research and appraisal of earth science related activitiesC. To encourage better fire control methodsD. To administer the plans of public agencies in urban areas

5. Which of these departments is not involved with Resources ManagementA. Department of LaborB. Department of AgricultureC. Department of CommerceD. Department of Urban Development

6. The Department of the Interior includes the following bureau:A. The Air Pollution ServiceB. The Land and:Facilties Development AdministrationC. The National Park ServiceD. The Environm'ental Sciences Administration

359

3:63

SECTION

4Unit 4

7. The Corps of Engineers performs many conservation functions and operates with thefollowing department:A. Department of CommerceB. Department of DefenseC. Department of AgricultureD. Department of the Interior

Answer Key1. a 5.a2. a 6.c3. a 7. b4. b

360

369

Orientation to



EvaluationQuestions

1. An example of an entry level job in the field of Resources Management is:A. Part attendantB. Park SuperintendentC. Resource ManagementD. Surveyor

2. The role of a worker in a given job family can be expected to become moredemanding and varied as he progresses up the career lattice. Which of these jobsequences best reflects this concept:A. Naturalist, park ranger, foresterB. Gardener, gardener-foreman, supervisorC. Administrator, court-room clerk, clerk typistD. Sergeant, captain, patrolman

3. Typical entry level jobs in a Park and Recreation Department would be:A. Forester and Surveyor AideB. Park Ranger and Recreation AideC. Park Aide and Recreation SupervisorD. Park Aide and Recreation Aide

4. Job opportunities are available in the field of Resources Management to peoplewith which of these educational backgrounds:A. High School DiplomaB. A.A. Degree (Junior College)C. B.A. Degree (four year college)D. Any of the above

5. A person obtaining a job as a park attendant would not require the followingqualification:A. Two year course at the Community CollegeB. Good HealthC. interest in the outdoorsD. Willingness to follow directions

6. An entry level job for secondary school graduates with no prior work experiencein Resources Management is:A. Waste water,plant attendantB. ForesterC. Park SuperintendentD. Department Head for the Bureau

361

870

SECTION

4Unit5

OM*

010=1

1110

.11.01

7. A career lattice in many municipal parks departments is:A. Park Planner, Foreman, Supervisor, SuperindendentB. Park Worker, Foreman, GroundsmanC. Groundsman, Supervisor, Foreman, DirectorD. Groundsman, Gardener, Foreman, Superintendent

Answer Keg1. a 5. a2. b 6. a3. d 7. d4. d

362

371

Orientation to


Unit 6 Manpower Needs in the 1910's


1. Employment possibilities in Resources Management:A. Look very good in the near futureB. Have never been worse than they are nowC. Will increasingly tend to favor specialists with advanced education and trainingD. None of the above

SECTION

4Unit 6

2. The U.S. Department of Labor made projections for several of the job families inResources Management which showed Oat:A. Employment in professional and technical occupations will drop considerablyB. A rise in employment will occur among occupati ons requiring the least educationC. Employment in professional and technical occupations will show the most rapid

growthD. None of the above

3. Most jobs in Resources Management occur through:A. Replacement needsB. Employment growth in i .e Resources Management groupC. Political legislationD. Both A and B

4. The best source for information about careers in Resource Management is:A. U.S. Office of EducationB. U.S. Department of the InteriorC. The Internal Revenue ServiceD. All of t he above

5. Which professional association produces fact sheets and pamphlets on career:. in

Resources Management:A. National Recreation and Parks AssociationB. The Interstate Commerce CommissionC. The U.S. Federal Highway AdministrationD. American Personnel and Guidance Association

6. In Resources Management, professionals are expected to show a more rapidemployment growth than preprofessionals. The ratio of professionals topreprofessionals hired is expected to be:A. I to IB. 2 to 2C. 4 to ID. 6 to I

363

32

..../

Answer Ke

1. c 3. d 5. a2. c 4.h 6. b

364

370

Orientation to



EvaluationQuestions

1. The major job families within the area of rural, urban, and communitydevelopment are:A. Community action, acquisition and civil defenseB. Building, zoning, conservation and planningC. Community action, planning, building, zoning and acquisitionD. Community action, conservation and social services

2. Metropolitan areas will have to pay more taxes to provide municipalservices in:A. Water disposalB. Police protectionC. Mass transportationD. All of the above

3. Development of skills and knowledge in map preparation, land use studies,and street and highway layouts are some of the concerns of:A. Rural, urban and community developmentB. Regulatory services and recordsC. Resources ManagementD. Social and economic services

4. Which of these are concerns in the field of rural, urban, andcommunity development:A. Chart and map preparationB. Preparation of community relations materialC. Planning of water, sewer line, street and highway layoutsD. All of the above

5. As a result of our rapid growth in the United States, which statementis true:A. The metropolitan areas are provi.iing more residential areas, schools

and shops for the middle and high incomeB. The rural, suburban and metropolitan areas work together and depend

on one anotherC. The suburbs are fast becoming the homes for the poorD. The metropolitan areas are faced with an increasing amount of

open space

365

374

SECTION

5Unit I

6. Workers in the area of rural, urban, and community development are notprimarily concerned with:A. Use of landB. The acquiring of landC. Unemployment in ghetto areasD. Transportation

Answer Key

L c 3.a 5.b2. d 4. d 6. c

366

i'75


Occupations

Unit 2 Basic Concepts of Rural, Urban, and Community Development

1. The presumed purpose of zoning is not to remodel a community but:A. To provide specific plans for future citiesB. To provide protection for existing developments and some

control for future developmentC. To provide jobs for people interested in urban developmentD. To provide equal opportunity housing

2. Effective zoning would include the following:A. Legal authority, zoning agenciesB. Zoning ordinance preparation and zoning ordinance enactmentC. The establishment of a Board of AppealsD. All of the above

3. Full title negotiation, installment buying, tax delinquent land, anddonation are all methods that might be used in land:A. DevelopmentB. AcquisitionC. PlanningD. Zoning

4. Planning decisions affect:A. Only the suburbsB. Only the ghetto areasC. Only business enterprisesD. All of the above

5. Zoning is most effective when done with:A. A comprehensive opinion surveyB. A military planC. A comprehensive planning programD. Recreation area planning

6. The Building Code, with local changes, is based on the nationally adopted:A. Universal Building CodeB. U.S.A. Building CodeC. A.A.A. Building CodeD. None of the above

367

3.76

SECTION

Udit 2

7. One of the tasks included in zoning might be:A. Prohibiting the introduction of an industrial business into a

residential areaB. Prohibiting the building of residences in an industrial areaC. Serve as a guide for the development of the communityD: All of the above

8. Which of these does not indicate a need for community planning:A. Increased traffic problemsB. PollutionC. Need for more schools, homes, and hospitalsD. Decrease in government jobs

9. Since there is not enough suitable land ideally located to satisfy thedemand:A. Land costs are droppingB. Land costs will remain the sameC. Land costs are rising rapidlyD. Land costs are being federally controlled

1. b2. d3. b

Answer Keg

4. d5. c6. a

368

. 3-77

7. d8. d9. c


Occupations


1. Some of the key considerations in urban renewal planning are:A. Relocation of present residents and businessesB. Rehabilitation of old but structurally sound buildingsC. Demolition of unsound structuresD. All of the above

2. Experts in urban design often work on large projects such as:A. Private home planningB. ChurchesC. Groups of public buildingsD. Private timber land development

3. Which is an example of an administrative responsibility in thefield of rural, urban, and community development:A. Legal aspects of rural, urban, and community development:A. Legal aspects of rural, urban, and community development;C. Coordination of public and private activitiesD. All of the above

4. Prior to 1960, much of governmental planning was concentrated in:A. Urban areasB. Rural areasC. Suburban areasD. All of the above

5. Rural or urban development usually proceeds in specific steps. They are:A. Analysis of problems and goalsB. Stating goals, and designing alternativesC. Evaluating alternatives, and making recommendationsD. All of the above

6. Salaries of entry level workers in rural, urban and community developmentrange from:A. $3,000 to $5,000 per yearB. $3,500 to $6,000 per hearC. $4,500 to $8,000 per yearD. $8,600 to $28,000 per year

369

378

SECTION

5'U n t 3

Answer Keg

1. d 3.d2. c 4. b

370

8114

5. d6. c

I


Occupations


1. In some cases it is possible to start work at age 16 as:A. Draftsman, Planning CoordinatorB. Drafting tracer, Surveyor's rod manC. Surveyor, Building InspectorD. Investigator, Special Services Aide

2. Which of these positions is gained by years of experience on the job,and not necessarily by formal education:A. Building InspectorB. Building ManagerC. Senior DraftsmanD. All of the above

3. Most state and local government positions are filled byA. RecommendationsB. Some form of Civil Service TestC. Personnel DirectorD. Lottery

4. Entry level jobs for community action at the preprofessional levelusually require:A. High school diploma or equivalentB. B.A. DegreeC. M.A. DegreeD. None of the above

5. A person wanting a more technical or professional job can acquire thetraining in:A. High school, technical institutesB. Extension divisions of colleges and universitiesC. Correspondence schoolsD. All of the above

6. One of these occupations does not come under the job family ofacquisition:A. Establishing boundariesB. Protection of public propertiesC. MappingD. Protection of private properties

SECTION

11 4-

7. The usual working age range for rural, urban and community developmentis:A. 14-65B. 16-70C. 18-70D. 21-41

8. Entry level jobs in planning typically call for experience or familiarity with:A. DraftingB. IllustratingC. ModelmakingD. All of the above

9. The following are duties for preprofessionals in planning:A. Assist in mapping and draftingB. Assist in designing and engrossingC. Assist in modelmakingD. All of the above

1. b2. d3. b

Answer Key

4. a5. d6. d

372

381

7. c8. d9. d

Orientation to

Public ServiceOccupations.

EvaluationQuestions

Unit 5 Career Lattices and Job Mobility

1. Entry level jobs in rural, urban, and community development are:A. Building Inspector, Draftsman, Engrossing ClerkB. Building Inspector Aide, Surveyor, Chief Building GuardC. Building Inspector Trainee, Engineering AideD. Draftsman, Surveyor, and Chief Building Guard

2. Examples of preprofessional entry level jobs in community action are:A. Project Manager, Building InspectorB. Urban Renew! Aide, Storekeeping Clerk, Community Program AideC. Engineering Aide, ModelmakerD. All of the above

3. One of these jobs would not be available as a preprofessional entry leveljob in the field of planning:A. Planning AideB. ModelmakerC. Junior ArchitectD. Building Inspector Trainee

4. A typical preprofessional entry level job in Building and Zoning is:A. Storekeeping ClerkB. ModelmakerC. Engineering AideD. Junior Architect

5. A typical career lattice in building and zoning is:A. Building Inspector, Building Code Field Representative, Planning

CoordinatorB. Building Inspector Trainee, Building Inspector Aide, Building

Inspector, Building Code Field RepresentativeC. Building Inspector, Trainee, Principal Draftsman, Messenger, DraftsmanD. Building Inspector Trainee, Senior Draftsman, Planning Aide

6. The correct order or sequence for a typical career lattice in UrbanRenewal is:A. Urban Renewal Aide, Coordinator of Projects, Project Manager

InvestigatorB. Urban Renewal Aide, Special Services Aide, Program PlannerC. Urban Renewal Aide, Investigator, Project Planner, Project Manager,

Coordinator of ProjectsD. Urban Renewal Aide, Field Representative, Community Program Aide,

Chief Planner

376

SECTION

Units

7. The correct order or sequence for a typical career lattice in planning is:A. Planning Aide, Planning Coordinator Trainee, Planning Coordinator,

Senior Planning Coordinator, Principal Planning Coordinator, ChiefPlanner

B. Planning Aide, Senior Planning Coordinator, Chief Planner, PrincipalDraftsman

C. Planning Aide, Building Inspector, Planning Coordinator, Chief PlannerD. None of the above

8. Job mobility in rural, urban, and community development refers to:A. The fact that you have to move around a lot in These jobsB. The fact that these jobs themselves move around a lotC. Upward movement through the career lattice in the occupational groupD. None of the above

Answer Key

I. c 3.d2. b 4. c

374

13.83

5. b 7. a6.c 8.c

,

Orientation to



1. Aides in building and zoning do not:A. Participate in housekeepingB. Participate in caretakingC. Participate in maintaining recordsD. Participate in designing

EvaluationQuestions

2.Which would be a good source of information concerning joboutlook in rural, urban, and community development:A. Regional Office, Bureau of Labor StatisticsB. American Federation of Technical EngineersC. American institute of PlannersD. All of the above

3. The most readily available sources of information on employment are:A. School guidance offices -and the local newspaper classified columnsB. State Employment OfficeC. State Labor DepartmentD. None of the above

4. The Bureau of Labor Statistics publishes this journal as asource of information on jobs:A. The A.A.A. JournalB. American institute of ArchitectsC. Occupational Outlook QuarterlyD. American Federation of Technical Engineers

5. Which statement concerning job opportunities in rural, urban andcommunity development would be true:A. There are too many university graduates in planningB. Recently it was estimated that there were only 600 university

graduates to fill 8,000 job vacanciesC. There will be no job vacancies for the college graduatesD. None of the above

6. The job openings in the area of rural, urban, and community development are:A. Expanding -- and will continue to employ more and more workersB. Decreasing Preprofessional jobs will be the first to goC. Stabilizing no new positions will be made availableD. None of the above

375

'481

SECTION

Unit 6

7. Which is not a direct cause for the rise in job openings in rural,urban, and community development:A. Growth of the suburbsB. Preservation of open spacesC. Shifting housing and working pattersnD. Growing tax rate

8. This will create a need for a great number of workers in rural, urban, andcommunity development:A. Construction of new citiesB. Development of transportation systemsC. Need for recreation and open areasD. All of the above

Answer Keg

1.d 3.a2. d 4. c

376t..

5. b 7. d6. a 8. d


Occupations

SECTION

6Unitl

Unit 1 Primary Functions of Public Safety, Corrections, and Judicial Services

1. The three major branches in the American system of government are:A. Legislative, Congress, JudicialB. Judicial, Executive, CourtsC. Executive, Legislative, JudicialD. Executive, Congress, President

2. The making of a law is primarily the responsibility of which majorbranch of government?A. ExecutiveB. LegislativeC. JudicialD. None of the above

3. The administration of the law is primarily the responsibility of whichmajor branch of government?A. ExecutiveB. LegislativeC. JudicialD. Congress

4. The job of the judicial branch of government with regard to the law is to:A. ApplyB. ComplyC. JudgeD. All of the above

5. The primary function of police officers is to:A. Enforce the lawB. Correct the lawC. Interpret the lawD. All of the above

6. Persons associated with the fields of Public Safety, Corrections, andJudicial Services are concerned with:A. Protection of human rightsB. Protection of property rightsC. Resolution of conflicts related to property and human rightsD. All of the above

377

3 83,, .. ,..

7. The enforcement of the law is primarily the responsibility of whichmajor branch of government?A. ExecutiveB. LegislativeC. JudicialD. Congress

8. The fields of Public Safety, Corrections, and Judicial Services dealwith the following:A. HealthB. SafetyC. WelfareD. All of the above

9. Which one of these fields of Public Safety, Corrections, and Judicial Servicesis a major job family:A. Fire protectionB. CourtsC. ProbationD. Regulatory services

lat

Onentatton to



Unit 2 Background, Organization, and OperationsPublic Safety, Corrections, and Judicial Services

1. A major difference between local and state law enforcement agencies,and federal law enforcement agencies is:A. Geographic boundariesB. Narcotics bureausC. Criminal arrestsD. All of the above

2. Automobile traffice control is primarily the responsibility of the lawenforcement agency at what government level:A. FederalB. LocalC. NationalD. All of the above

3. American police and fire prevention forces are controlled to what degreeby the federal or central government:A. NoneB. About halfC. CompletelyD. All of the above

4. Among the agencies that have statewide jurisdiction are:A. Narcotics bureausB. Alcoholic control departmentsC. Highway patrolsD. All of the above

5. The municipal police department must accomplish which of the followingtasks in order to accomplish its mission:A. The protection of the peopleB. The prevention of criminal activityC. The arrest of law violatorsD. All of the above

6. Which of the following is not one of the major tasks of municipalpolice department:A. The performance of public dutiesB. Investigation of federal income tax offendersC. The repression of criminal activityD. The regulation of the people in their non-criminal duties

379

. A8 8

SECTION

6Unit 2

7. Typically, administrative units of a police department include allbut one of the following:A. Office of the ChiefB. Superior court judgesC. Departmental divisionsD. Special units

8. The major divisions of police operations include all but one of thefollowing:A. PatrolB. Investigative processC. Traffic supervisionD. Jury trials

9. One of the main functions of patrol operations is to:A. Prevent crimes from happeningB. Prepare cases for the prosecutionC. Keep records of crimes and criminalsD. Assume respOnsibility for individuals on parole or probation

10. All of the following have law enforcement duties; which is not afederal agency:A. Department of Automobile Traffic ControlB. Department of TreasuryC. Department of JusticeD. Department of Defense

Answer Key

1. a 3. a 5. d 7. b2. b 4. d 6. b 8. d

380

389

9. a10. a

Orientation to Evoluat ion

Public Service Quest ions

Occupations

Unit 3 The Judicial System in America

1. The two main branches of the Judicial system in America are:A. Local and federalB. Misdemeanor and felonyC. Civil and criminalD. Jury and judge

2. Private disputes between people, which usually are resolved with oneparty owing another, are handled by which branch of the Judicial system:A. FederalB. FelonyC. MisdemeanorD. Civil

3. A person robbing a store will have his case handled by which branchof the Judicial system:A. FederalB. CriminalC. MisdemeanorD. Judge

4. The criminal justice system is divided into two categories:A. Local and federalB. Misdemeanor and felonyC. Jury and civilD. Federal and felony

5. The concept of justice in the past saw emphasis on revenge; todaygreater emphasis is placed on:A. PunishmentB. ExtinctionC. RehabilitationD. Tolerance

6. Govermental systems of providing justice involve specific dutiesfor each agency. Which of these agencies is not correctly matched with duty:A. Police apprehensionB. Judge and jury impartial decisionC. Correctional officer housing and rehabilitationD. Parole and probation office persuades others of suspect's guilt

381

:.390

,

SECTION

6. linit3

somm

.....11

7. Which of these represents a correct sequence of steps in thecriminal justice system in America:A. Police, prosecutor, jailB. Police, jail, pre-trial releaseC. Police, arraignment, probation, jailD. Police, parole, arraignment

8. The parole step of the criminal justice system involves:A. Helping to keep the ex-convict out of troubleB. Helping the ex-convict engage in constructive activitiesC. Job referral systemsD. All of the above

9. A major difference between probation and parole is that probation:A. Occurs instead of going to jailB. Just before going to jailC. While in jailD. For a specified period after jail

I. c

2. d3. b

Answer Key

4. b5. c6. d

382

39'

7. b8. d9. a

Orientation to


EvaluationQuestions

Unit 4 Functions and Duties of Workers and Working Conditions

1. A city policeman would not usually:A. Investigate crimesB. Help an accident victimC. Patrol a local state highwayD. Patrol local city streets

2. Which service would most likely be performed by a state policeman ratherthan a city policeman:A. Advise motorists on highway traffic conditionsB. Prosecute criminal offendersC. Direct traffic around an accidentD. Investigate crimes

3. Most firefighters are employed at which level of government:A. LocalB. StateC. FederalD. None of the above

4. Firefighters, in addition to putting out fires, also:A. Inspect buildingsB. Dry firehosesC. Help people to safetyC. All of the above

5. Among the duties performed by workers in the fields of Public Safety,Corrections, and Judicial Services are:A. Alcoholic beverage control inspectorsB. Department of Motor Vehicles investigatorsC. Narcotics investigatorsD. All of the above

6. Which of the following duties is usually not performed by the city police:A. Investigating a housebreakingB. Fingerprint classificationC. Traffic patrol dutyD. Checking the weight of commercial vehicles

7. If police work a 10/4 plan, they:A. Work 4 hours a day for 10 straight daysB. Work 10 hours a day for 4 straight daysC. Work in groups of either 10 or 4 policemenD. Have a better chance of being promoted

383

SECTION

Unit 4

8. Firefighters usually work:A. 24 hours on, 24 hours off with an extra day off at intervalsB. 24 hours on, 48 hours off with an extra day off at intervalsC. A normal 40-hour weekD. All of the above

Answer Key

1. c 3. a2. a 4. d

384

39 3*.

5. d 7. b6. d 8. a


Occupations


1. The maximum age level for employment in most police or fire departments is:A. 16 or 18B. 18 or 21C. 21 or 25D. 25 or 30

2. Qualifications for workers in the fields of public safety, corrections,and judicial services include which of the following elements:A. Minimum age requirementsB. Minimum education requirementsC. Specific physical requirementsD. All of the above

3. Due to civil service'rules, very few individuals would be able tobegin a career in law enforcement or firefighting over the age of:A. 20B. 30C. 40D. 50

4. Employment requirements for a fire dispatcher and fireman include:A. A probationary periodB. A college degreeC. Minimum age of 25D. All of the aboVe

5. Among the requirements for a firefighter is the ability:A. To distinguish effectively between colorsB. To do specific physical activities in a certain amount of timeC. To pass a civil service examinationD. All of the above

6. A high school education will qualify the individual for all but one ofthese job families:A. Law enforcementB. Fire protectionC. ProbationD. None of the above

385

3.9,4.,

SECTION

6Unit 5

,M.101

111110.

1101.

Answer Key

b 3.c 5.d2. d 4. a 6. c

386

(3'95


Occupations


1. An entry level worker in law enforcement would be called:A. A police officerB. A patrolman aide trainee or police cadetC. A patrol supervisorD. A police sergeant

2. Entry level fire protection work might include:A. Maintaining equipmentB. Operating a ladder truckC. Supervising a chemical fireD. Working as a para-medic

3. The correct law enforcement career lattice is:A. Aide, sergeant, lieutenant, captainB. Aide, lieutenant, policeman, sergeantC. Policeman, sergeant, lieutenant, captainD. Aide, policeman, sergeant, lieutenant

4. The correct fire protection career lattice is:A. Firefighter, engineer, lieutenantB. Fire dispatcher, engineer, lieutenantC. Firefighter, captain, fire chiefD. None of the above

5. The correct career lattice for the courts is:A. Legal stenographer, deputy clerk, assistant administratorB. Clerk typist, deputy clerk, courtroom clerkC. Clerk typist, legal stenographer, deputy clerkD. Deputy clerk, courtroom clerk, administrator

6. Real courts have all the following except:A. Civil courtB. Moot courtC. Criminal CourtD. Traffic Court

7. A psychologist would most likely be working in:A. Fire protectionB. Police protectionC. CorrectionsD. Courts

387

SECTION

U nit 6

Answer Key

1. b2. a3. d4. d

388

39,7

5.c6, b7. c

Orientation to



EvaluationQuestions

1. Information about employment can be obtained in law enforcementand firefighting at:A. State employment officesB. County employment officesC. Municipal employment officesD. All of the above

2. Most workers in probation and parole work for the:A. State and federal governmentB. County and state governmentC. City and federal governmentD. None of the above

3. The employment outlook for people in the field of public safety is:A. IncreasingB. About the same as it was in 1960C. DecliningD. Fluctuating

4. The rapid increase in the number of registered motor vehicles has themost direct effect on:A. City policeB. County sheriffC. Highway patrolD. Federal police

5. Which work best describes the need for qualified correctional workers:A. NoneB. SmallC. GreatD. Few

6. An individual would most likely do seasonal work during the summerfor the:A. U.S. Forest ServiceB. County Probation OfficeC. City Fire DepartmentD. State Police Department

389 .r398

SECTION

6Unit?

.111=11

01.........,...........

.110

1. d2. b

Answer Keg

3. a4. c

5. c6. a


Occupations


1. Regulatory Services may be defined as services which:A. Help control the flow of traffic on highwaysB. Establish the rules and regulations of the military servicesC. Protect the public welfare from unfair rates and regulationsD. None of the above

2. Regulatory Services giew out ofa need for the government to:A. Control the lives of peopleB. Control both government and private businesses because they

cannot be trustedC. Establish health and safety standards to protect all peopleD. Control services and products which are required for the public need

3. The first Regulatory Services appeared in:A. City agenciesB. State agenciesC. County agenciesD. Federal agencies

4. Which is not a function of Regulatory Services:A. Regulate the amount of money spent by the consumerB. Protect the consumer .

C. Determine fair rates and servicesD. Set standards for services and protects

5. As our country became more industrialized:A. Regulatory Services were no longer neededB. Regulatory Services grew to help protect the peopleC. People moved back to the farmD. People had fewer products to choose from

6. Which is a function of Regulatory Services:A. Operate ferries and bridgesB. Operate public utilitiesC. Protect the peopleD. Protect large businesses

7. An example of a Regulatory Service Agency is:A. Association of American CollegesB. Boy Scouts of AmericaC. Interstate Commerce CommissionD. International Red Cross

391

,400

SECTION

/Unit I

10

.......IMMIM

8. In which job family would a worker in Regulatory Services not be found:A. Counseling and rehabilitationB. Taxation and public recordsC. Inspection and examinationD. License and customs

Answer Key

I. c 3. b2. d 4. a

392

I,' 401

5. b 7. c6,c 8.a


Occupations

Unit 2 Regulatory Services and their Functions

1. Regulatory Service Agencies can be found in:A. The Executive branch of the federal governmentB. Independent agencies of the federal governmentC. State agenciesD. All of the above

2. A justice department worker would least likely be concerned with:A. Conducting investigationsB. Detecting violations of the lawC. Collecting and evaluating evidenceD. Regulating and supervising all national banks

3. Which department is primarily concerned with Regulatory Services:A. Transportation DepartmentB. Park and Recreation DepartmentC. Social Service DepartmentD. None of the above

4. One of the main functions of the Department of Health, Education andWelfare is to:A. Regulate purity, safety, and accurate labeling of certain

foods and drugsB. Regulate importation of crude oilC. Administer trading and pricing on commodity exchangesD. All of the above

5. Which of these Regulatory Agencies would not be a state agency:A. Department of Motor VehiclesB. Federal Trade CommissionC. Real EstateD. All of the above

6. A main role of the Public Utilities Commission is to:A. Enforce the Automobile Sales Finance ActB. Establish laws relating to foods or drugsC. Establish rates and regulate the public utilitiesD. Promote and safeguard the interests of the consumer

7. The idea of Regulatory Services grew out of:A. The needs of politiciansB. The needs of the peopleC. The needs of capitalistsD. The needs of public utility companies

393

'40

SECTION

Unit2

01.11111.

Answer Key

1. d2. d3. a4. a

394

i"113

S. b6. c7. b

Orientation to


Evaluat ionQuestions


1. One job that could probably be found in most phases of the broad fieldof Regulatory Services is:A. Administrative AssistantB. Special AgentC. Dairy Foods InspectorD. Immigration Inspector

2. Which job family would be included in the field of Regulatory Services:A. TaxationB. InspectionC. Customs and immigrationD. All of the above

3. Special agents, collection revenue officers, and accounting technicianswould most likely belong in the:A. Examination job familyB. License job familyC. Census job familyD. Taxation job family

4. Most of the duties of the public records job family are:A. InvestigativeB. ClericalC. PersonalD. All of the above

5. Which of the following jobs would not be found in the inspection jobfamily:A. Food and Drug InspectorB. Building inspectorC. Dairy Foods InspectorD. None of the above

6. An individual who checks on the financial status of insurance companiesand banks is working in which job family of Regulatory Services:A. RecreationB. ExaminationC. Law EnforcementD. Inspection

395

Q4

SECTION

7Unit3

/..11,

01.

7. A list of entry level jobs in Regulatory Services consists ofA. Traffic *checker, street maintenance, guardB. Water pollution aide, park worker, fire lookoutC. Humane officer, license interviewer, customs aideD. Education aide, social service aide, library helper

Answer Key

I. a2. d3. d4. b

396

405

5. d6. b7. c

.......

Orientation to


Evaluat ionQuestions


I. Because of the specialized nature of regulatory services and records:A. Many entry level positions require either an associate,

baccalaureate, or even law degreeB. Many entry level positions are filled by high school graduatesC. Many positions in this career family go vacant each yearD. All of the above

2. A "tax auditor" would most likely have:A. A high school diplomaB. An associate of arts degree in accountingC. A baccalaureate degree in accountingD. A doctor's degree in accounting

3. If you wanted to work in the field of regulatory services it would bea good idea to:A. Get as much education as you canB.. Study business administrationC. Study accounting and lawD. All of the above

4. A skill needed by many in the regulatory services field is:A. Teaching abilityB. Investigative or examination skillsC. Knowledge of contracts and conservationD. None of the above

5. A hearing examiner working in the regulatory service field is:A. A lawyerB. A special agentC. An audiologistD. A noise pollution specialist

6. A job in Regulatory Services that a high school graduate could perform is:A. Hearing ExaminerB. Tax AuditorC. Dairy Foods InspectorD. Public Records Clerk

397

4,06

SECTION

Unit 4

Answer Key

I. a 3. d 5. a2. c 4. b 6. d

398

4 9 7

Orientation to




I. Salary opportunities for most persons in Regulatory Services and recordsrange from:A. $2,000 to $5,000 a yearB. $5,000 to $6,000 a yearC. $8,000 to $34,000 a yearD. $12,000 to $50,000 a year

2. The three career fields of the Internal Revenue Services (IRS) are:A. Federal Law Enforcement, Accounting, and CollectionB. Taxation, Border Patrol, TreasuryC. Internal Security, Intelligence, Public SafetyD. None of the above

3. Individuals can move up a career lattice in most Regulatory Servicejob families by:A. Getting more formal educationB. Getting more work experienceC. Getting specific in-service trainingD. All of the above

4. A career lattice for the license job family would be:A. Supervisor, license interviewer, director, licenserB. License interviewer, director, licenser, supervisorC. License interviewer, licenser, supervisor, directorD. Licenser, license interviewer, supervisor, director

5. A career lattice for the Customs Service would be:A. Customs Aide, Import Specialist, Customs Inspector, SupervisorB. Customs Aide, Special Agent, Chief Investigator, SupervisorC. Journeyman, Customs Agency, Analyst, DirectorD. None of the above

6. A building inspector trainee would be an entry level worker in the:A. Public records job familyB. Inspection job familyC. Examination job familyD. Licenser job family

399

SECTION

7Unit 5

4'

Ansitier Key

I. c 3.d 5.a2. a 4. c 6. b

400

4,09


Occupations


1. Transportation Services is:A. A private moving companyB. A major occupational group of the public-service career familyC. Services which provide air transportationD. Services which provide ground tranportation

2. Transportation Services are concerned with: .

A. Reducing hazards and inefficiencies of congestion in both surfaceand air transportation

B. Developing state and national policies to provide convenient andeconomical transportation

C. Stimulating technological advances in transportationD. All of the above

3. The need for transportation management services is perhaps mostevident when one considers that:A. Between 1973 and 1983 the total capacity of the transportation

system must double to meet public needsB. Land use is at a premium in AmericaC. Accidents take a costly toll, both in human loss and suffering,

and economic lo.-2sD. All of the above

4. Using more than one kind of transportation system (for example, railand highway) is called:A. Multiple transportationB. lntramodel transportationC. Intermodel transportationD. None of the above

5. Surface transportation systems include all of the following except:A. Highway systemsB. Rail systemsC. Airway systemsD. Steamship systems

6. Transportation systems have the capability to:A. Move only people from place to placeB. Move only things from/place to placeC. Move both people and things from place to placeD. All ofifhe above

401

.:4 1 0

SECTION

8Unitl

7. Which of the following is not a major challenge to transportation managers:A. Air pollutionB. Unsanitary conditions in food processingC. Noise pollutionD. Transportation for the aged

Answer Key

1.12. d3. d4. c

402

411

5. c6. d7. b

Onentation to


EvaluationQuestions

SECTION

8Unit 2

Unit 2 Management, Organization, and Role of Major Transportation Agencies

1. The Department of Transportation:A. Was organized in 1966B. Was organized in 1967C. Is planned to begin operations in 1984D. None of the above

2. The Federal Aviation Administration deals with all of the following except:A. Preparing comprehensive city demonstration programsB. Air traffic control and securityC. Landing facility construction and improvementD. Environmental protection and research

3. Which of the following federal programs relates to the Federal HighwayAdministration (FHWA):A. National System of Interstate and Defense HighwaysB. Bureau of Motor Carrier SafetyC. National Highway Traffic Safety AdministrationD. All of the above

4. Passenger and freight trains are now regulated by the:A. New York Central RailroadB. Southern Pacific RailroadC. Federal Railroad AdministrationD. National Train Commission

5. The Bureau of Railroad Safety, the Office of High Speed GroundTransportation, and the Federally owned Alaska Railroad are part of the:A. International Railroad AssociationB. National Railway CommissionC. Federal Railroad AdministrationD. None of the above

6. Public transportation organizations are often given easements. Aneasement is a:A. Right of way or lien on landB. Easy Access routeC. Structural support columnD. All of the above

412

403

1. b2. a

Answer Keg

3. d 5. c4. c 6. a

404

Orientation to




1. Which of the following statements is generally true?A. Most transportation jobs are low payingB. Many public-service jobs in transportation management are similar

to transportation jobs in private industryC. Very few public-service jobs in transportation management are

similar to transportation jobs in private industryD. Most transportation jobs are very high paying

2. The people who control airplanes in the areas around airports are known as:A. Airport security policeB. Flight service specialistsC. Airport traffic controllersD. Air-route traffic controllers

3. Most transportation management jobs are found at the:A. State levelB. Federal levelC. County levelD. Municipal level

4. Which of the following job areas would not be included in the HighwaysJob Family?A. Civil defenseB. Planning and designC. Rate regulationD. Driver regulation

5. Occupations closely connected with airports are:A. Airport design and operationB. Airport planningC. Airport constructionD. All of the above

6. People responsible for guiding aircraft between airports are known as:A. inter-airport coordinatorsB. 1 ntra-airp ort coordinatorsC. Airport traffic controllersD. Air-route traffic controllers

405

f 4 1 4

SECTION

8Uni t 3

0111

7. Public service personnel sometimes work with'the railways as:A. Operators of private railroad companiesB. Operators and directors of rail passenger serviceC. Operators of most freight railroad servicesD. All of the above

Answer Keg

I. b2. c3. b4. a

5. d6. d7. b

;415406


Occupations

Unit 4 Qualifications, Career Lattices, and Employment Prospects

1. The largest public-service employer in air transportation is:A. Association of Air Traffic ControllerB. National Aviation AssociationC. Federal Aviation AdministrationD. United Airlines

2. Air Route Traffic controllers should have:A. Psychological stabilityB. A good memoryC. Ability to make quick, independent decisionsD. All of the above

3. Right-of-way agents and accountants are employed by the:A. Federal Highway AdministrationB. Wells Fargo CompanyC. National Transportation BoardD. None of the above

4. Due to the technical nature of many occupations in the transportationfield, many entry level jobs require:A. A high school diplomaB. An associate of arts degreeC. A college degreeD. A doctor's degree

5. Careers in transportation will:A. Level off and remain fairly stableB. Rise due largely to the expected increase in passenger and freight

carrying loadsC. Gradually decline as transportation systems become automated by

computersD. None of the above

6. People in the auditor training program in a public-service transportationagency are usually:A. AccountantsB. ExaminersC. Transportation AidesD. Highway Engineers

°416407

SECTION

8Unit 4

Answer Keg

1. c 3. a 5. b2. d 4. c 6. a

408

417

INDEX

418

409

r ,t

Accountants

Acquisition of Land JobsAirport

ConstructionDesign & OperationFacilitiesPlanningTraffic Controllers

Airport & Airways Develop-ment Act 272

Airport Traffic Controllers 284,290Air Pollution Service 145

Air-route Traffic Con-trollers 284,290

Air Traffic Controllers 284,289Airways Job Family 284,289

Airport TrafficControllers 284

Air-route TrafficControllers 284

Air Traffic Controllers 284

Flight Service StationSpecialists 284

Antipoverty Agencies 46Atomic Energy Commission 237

Bank Examiner 247,259Border Patrol 249,261Building Inspector 246,258Building Inspector Aide 178

Building Inspector Trainee 175,178Building & Zoning Jobs 172Bureau of Census 236

Page

243,256173

284

285

285

284

285

284

INDEX

Page

Bureau of CommercialFisheries 144

Bureau of Foreign Commerce 236

Bureau of Land Management 142

Bureau of Mines 144

Bureau of Narcotics 236

Bureau of Public Roads 236

Bureau of Outdoor Recreation 144

Bureau of Reclamation 143

Bureau of Sport Fisheriesand Wildlife 144

Bureau of Weights & Measures 238

Case Worker Representative 82

Census Jobs 248,253,260Civil Aeronautics Board 237

Civilian Conservation Corps (CCC) 58

Civil Justice System 201

Civil Service Act 171

Claims Clerk 82

Code Enforcement Program 146

Community Action 160

Community Action Jobs 172

Community Design Job 169

Community Organization Worker 82

Community Program Aide 175,177Community Renewal Program 146

Corp of Engineers 147

Correctional Officer 210,216

223,224,226Council of Education (See

State Board of Education) 93

Counselor 113,114

Aide 113,114

419411

Page

Criminal Justice System 202,203Customs Service 235,253Customs Service Jobs 248,253,260

Demolition Grant Program 146Department of Agricul-

ture 145,235,238Department of Commerce 145,236Department of Consumer

Affairs 239Department of Corporations 239Department of Corrections 189Department of Defense 147,196Department of Health,

Education & Welfare 235Department of Housing &

Urban Development 145Department of Insurance 239Department of Interior 142,235Department of Justice 196,235Department of Motor Vehicles 239Department of Public Health 240Department of Real Estate 241

Department of State 196Department of Transporta-

tion 236,271Department of Treasury 196,235Depletion of Natural

Resources 138Drafting Aide 179Drivers License Examiner 247,259

Economic Opportunity Act (EOA) 66

Economic Opportunity Loan (EOL) 68

Economic Resources Develop-ment Job 169

Educational Services 87

Adult & Continuing Education 95

Age Level 110Attitudes & Values 111

Audio-Visual Equipment& Machines 99

Changing Roles of Education 92Educational Level 110,111Educational Organizations 91

Elementary Education 94

Entry Level Jobs 113Financing Public Education 95

Functions of Libraries 97

General Objectives of

Educational Services 91

412

'420

Page

Educational Services (Cont.)Librarians 88

Library 97

Local School District 94

Major Job Families 87

Major Tasks of LibraryWorkers 97-9

Organization of Libraries 97

Organization of Public Educationin the American School System 93

Pre-Elementary Education 94

Principal's Role 96Problems & Unmet Needs in

Education 96

Role at Local, State &National Level 92

Role of County 93

Role of Federal Government 93

Role of State 93

Secondary Education 95

Sources of Employment Infor-mation & Statistics 118

The Superintendent's Role 96

Teaching 88

TypicalCareer Lattices 113-115Vertical Structure of

Public EducationEmployment AideEngineering AideEnvironmental Science Service

AdministrationExaminers Jobs

94

82

175

145.

246,253,259

Federal Aviation Administra-tion 236,27Air Traffic Control 271

Environmental Protection 272

Landing Facilities 272

Personnel & Plane Capabilities 272Research & Development 273Security 273

Federal Communications Commission 237Federal Department of Housing

& Urban Development (HRD) 64

Federal Emergency Relief Actof 1933 (FERA) 58

Federal Government 4

Federal Executive Branch 5

Federal Judicial BranchFederal Legislative Branch 5

Page

Inexhaustible Natural Resources 128Inspector Jobs 246,252,258

Insurance Examiner 240,259

Intermodal Transportation 268

Airlines 268

Development 268

Future Trends 269

Steamship Lines 268

Internal Revenue Agents 244,251,257Internal Revenue Service 235,251

Interstate Commerce C9mm. 236,237

Investigators .209,212

Irreplaceable NaturalResources 129

Jobs CorpsJunior ArchitectJusticeJuvenile System

67

175202

202

Land & Facilities Develop-ment Administration 145

Law Enforcement 195,215,218219,225,227

LibraryAssociate 115

Clerk 115

Librarians 104,115

Technical Assistant 115

Trainee or Aide 111,113,115

Licensers Jobs 247,253,259

Local Governments 7

Manpower Development &Training Act (MDTA) 67

Medicare & Medicaid 71

Messenger 175,179

Model Cities 70

Modelmaker 175

Municipal Police Department 194

MuseumAideAssistantAssociateCurator

Narcotics AgentNational Highway Traffic

Safety AdministrationAlcohol Countermeasures

Program

113,115115115

104,115

210

274

276

Page

National Highway Traffic SafetyAdministration (Cont.)Auxiliary Programs 275

Crash Survivability Program 276

Experimental Safety VehicleProgram 276

National Traffic & Motor 274

Operational Programs 275

Performance Standards 275

Program Standards 275

Public Education Program 275

Vehicle Safety Act 275

National Labor Relations Board 237

National Park Service 143

National System of Interstate& Defense Highways 273

Natural Resources 123

Abuse of 129,136

Conservation of 130

Inexhaustible 128

Irreplaceable 129

Major Components 124


Replaceable 128

Neighborhood Information Aide 82

Neighborhood Worker 82

Neighborhood Youth Corps (NYC) 68

New Careers 69

Old Age, Survivors and Dis-ability Insurance (OASDI)

Open Space Land ProgramOperation Mainstream

59

146

69

Park Attendant 149

Parole Officer 210,211,212222,226,227

Planning Aide 175,178

Planning Coordinator Trainee 178

Planning Jobs 172

Police, City 207,218,219

Police, State 208

Probation Officer 210,211,212,216218,222,226,227

Programmer Trainee 245,252

Program of Advance Acquisitionof Land 146

Public Safety, Corrections, &Judicial Services 189

Employment Outlook 225

History 194

413

!'421

Page

Federal Highway Adminis-tration 236,273Auxiliary Goals 274Bureau of Motor Carrier

Safety 274Coordination in Planning 274Federal-Aid Highway Act

of 1970 273Federal-Aid Highway Network 273Highway Safety 274,275Urban Systems 273

Federal Maritime Commission 236Federal Power Commission 237Federal Railroad Adminis-

tration 236,276Alaska Railroad 278Access & Right of Way 279Bureau of Railroad

Safety 277,278Easements 279Encumbrances 280Goals 277National Rail Passenger Ser-

vice Act of 1970 277Office of High Speed Ground

Transportation 278Options 280Post-negotiation Efforts 280Programs 277Rail Safety Act 277Railroad's Future 279Right-of-way Agents 279

Federal Trade Commission 237,238Federal Water Pollution Con-

trol Administration 144Fire Dispatcher 216,220Fire Lookout 149Firefighters 209,211,212

216,218,220,227Flight Service Station

Specialists 284Food & Drug Administration 235,240Food & Drug Inspector 246,252Forester 150Forest Aide 149Forest Service 145

Gardener

Government Agency Adminis-tration

149

18

Page

Government Agency Admin.(Cont.)Contracts Management 20Fiscal Management 19

Personnel Management 21

Public Information/Relations 22

Government Agency Contracts'Managers 30,35

Government Agency EmploymentProspects 38,39

Government Agency FiscalManagers 30,34

Government Agency GeneralManagers 29$33

Governmental Agency Management .3General Management Activities 16

Historical Development 13

Management Objectives 15

Process of Agency Management 14

Government Agency Management Jobs 28Contracts Manager 30,35Fiscal Manager 30,34General Manager 39,33Personnel Manager 30,35Public Relations Manager 30,36

Government Agency PersonnelManagers 30,35

Government Agency Public Re-lations Manager 30,36

Government Agency ServiceManager

GreenskeeperGrounds Keeper

Head StartHighway AdministrationHighway Job Family

AccountantsDriver RegulationHighway Engineer Training

ProgramOperationPlanning & DesignRate RegulationRight-of-way AgentsTraffic Control

Highway Patrol

28,29,33150150

69

236

285,291291

286

291

285285

286

292286

208

Immigration Inspector 249,254,260Immigration & Naturalization

Service 235,254

414

422

Public Safety, Corrections, &Judicial Services (Cont.)JobsJudicial SystemLocal OperationMajor Job FamiliesState & Federal Operation

Public ServicePublic Service Occupational

Groups

Public Utilities CommissionPublic Works Planning Program

Page Page

Special Service Aide 177

State Board of Education (See207 Council of Education) 93

201 State Government 6

194 State Executive Branch 6

190 State Judicial Branch 7

196 State Legislative Branch 6

3 Storekeeper Clerk 175

Superintendent of Education 93

7,8241

146

Railways Job Family 286

Traffic Rate Clerks 287

Regulatory Services & Records 231

Career Opportunities 256

Federal Agencies 234

Federal Independent Agencies 236Major Job Families 234

State Agencies 239

Renewal Assistance Admin-istration 146

Replaceable Natural Resources 128

Resources Management Employ-ment Information 153

Rural, Urban, and CommunityDevelopment 157

Background 167

Employment Information 182

Employment Obtlook 181

Entry Level Jobs 175


Salaries of EducationalSource Workers 106

School Principals 104

Securities & Exchange Comm. 237

Sewer & Water FacilitiesProgram 146

Smith-Hughes Act 93

Social & Economic Services Job 74

CaseworkerChild WelfareEducationFamily ServiceHealth

Social Security ActSocial WorkerSocial Worker Aide

74

75

7575

75

59

82

82

Tariff CommissionTax CourtTax ExaminersTax SpecialistsTeachers

AideAssistantAssociateElementary SchoolGeneral School AideHome-School AssociateKindergartenSchool AssistantSchool-Community AideSecondary SchoolSpecial

Transportation ManagementBackgroundChallenge forFuture NeedsGoalsRequirementsSafety Needs

Tree TrimmerTrends in Public Service

Management

237

237

245,251,253244,251

103,114

104,114114

114

103

114

114

103

114

113

104

104

265

266

267

267

266

267

267

150

10

60

236

143

93

238

146

146

175,177

146

169

146

Unemployment InsuranceU.S. Coast GuardUnited States Geological

Survey (USGS)U.S. Office of EducationU.S. Postal ServiceUrban Beautification ProgramUrban Planning AssistanceUrban Renewal AideUrban Renewal Demonstration

ProgramUrban Renewal JobsUrban Renewal Program

415

A2 3

Volunteers In Service

Page

Welfare Worker Aide

Page

82To America (VISTA) 70 Works Projects Adminis-

tration (WPA) 59Waste Water Plant Work Experience 68

Attendant 149Welfare Worker 82 Zoning 161

416

424

Project Staff

Patrick J. Weagraff, Ed.D DirectorHelen M. Nespor, Ph.D . . . Curriculum SpecialistHarold M. Blue EditorRonald W. Bertoli . IllustratorJeffrey Reyes Curriculum InternJean Smith TypistMiriam Dong Typist

GPO 693-4771271 418

425